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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Occupational Certificate: Auxiliary Child and Youth Care Worker 
SAQA QUAL ID QUALIFICATION TITLE
125059  Higher Occupational Certificate: Auxiliary Child and Youth Care Worker 
ORIGINATOR
Development Quality Partner - HWSETA 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
QCTO - Quality Council for Trades and Occupations  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Occupational Cert  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  194  Not Applicable  NQF Level 05  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0936/25  2025-11-13  2029-11-13 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-11-13   2033-11-13  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
99510  Occupational Certificate: Child and Youth Care Worker  Not Applicable  NQF Level 05  190  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to prepare a learner to function as an Auxiliary Child and Youth Care Worker. An Auxiliary Child and Youth Care Worker contribute to the provision of holistic therapeutic care and supports the development of children and youth to ensure the appropriate development of the individuals through the application of professional life space interventions and support. The qualification can benefit learners in improving the services rendered; and improve their own personal and professional development.

A qualified learner will be able to:
  • Provide holistic, basic, and developmental care for orphaned, vulnerable, and at-risk children and youth.
  • Implement life space interventions.
  • Participate in developmental assessment of children and youth.
  • Maintain planned environments in child and youth care work.

    A competent learner shall demonstrate, among others the following attributes:
  • Honesty.
  • Integrity.
  • Punctuality.
  • Time management.
  • Self-motivated.
  • Responsibility.
  • Critical analysis.
  • Accountability.
  • Problem-solving.
  • Interpersonal relations.
  • Ethical behaviour.
  • Well-organised.
  • Self-confidence.
  • Confidentiality.
  • Self-awareness.
  • Team player.
  • Assertive.
  • Administrative skills.
  • Good communicator.
  • Conflict resolution.

    Rationale:
    South Africa, a country known for its rich cultural diversity and natural beauty, is also home to a significant number of poverty-stricken, under-resourced, and marginalized communities. In addressing these social ills, adequately trained Auxiliary Child and Youth Care Workers are required to meet the holistic and developmental needs of children and families. Moreover, this requires individuals who understand the SA context in social issues relating to children and youth, people who understand the cultural and social context.

    The legislation, furthermore, requires individuals practicing as Auxiliary Child and Youth Care Workers to be registered with the Statutory Body for Social Service Professions as trained and qualified. To ensure compliance with this requirement, there is a need for a relevant and updated qualification in place, hence this review process.

    Considering the above, affected stakeholders, together with the Health and Welfare Sector of Education and Training Authority (HWSETA), initiated the process of reviewing the Child and Youth Care Worker qualification, which expired on 30 June 2023, to ensure the training of learners at the auxiliary level.

    Registration is compulsory with the Statutory Body for Social Service Professions as it binds the individual to a code of professional ethics. The qualification allows for horizontal career mobility in careers such as Social Auxiliary Worker, and Community Development Worker.

    Qualified learners can advance their careers by qualifying through a Postgraduate Diploma in Child and Youth Care NQF Level 8 and Bachelor of Child and Youth Care NQF Level 8 or by pursuing careers such as Social Work or Facilitator within the field of Child and Youth Care Work. Although the focus of the learning in both qualifications is on empowering learners who want to practice as Auxiliary Child and Youth Care Workers, the competencies covered in both.

    Qualifications are for learners who are already advanced in the field. Emphasis in both qualifications is on research, analysis of life space work with children and youth and families, and intervention strategies. The Auxiliary Child and Youth Care Worker Higher Occupational Certificate cover basic competencies to prepare a qualified learner to practice at an auxiliary level. The sector will benefit from this qualification by having a pool of qualified Auxiliary Child and Youth Care Workers who will provide quality services to children and young people and families, in compliance with the Statutory Body for Social Service Professions requirements in terms of service delivery, programme content, monitoring, and implementation.

    Qualified learners will be able to apply holistic therapeutic care and support for the development of children and youth to ensure the appropriate development of the individuals through the application of professional life space interventions and support. Society will benefit from this qualification through the high-quality service rendered to vulnerable children and youth, by practicing individuals who have the requisite skills and qualifications. By doing so, strengthening families and communities. This will in return, increase the level of confidence the society will have towards services rendered by Auxiliary Child and Youth Care Workers.

    Qualified Auxiliary Child and Youth Care Workers stand a better chance of getting employment which in return reduces the level of unemployment in the country. Employed Auxiliary Child and Youth Care Workers will, moreover, contribute to the growth of the country's economy. Strengthened families will become less reliant on Government resources.

    This qualification is aimed at the new entrance into the profession and individuals who are currently employed as Auxiliary Child and Youth Care Workers who wish to formalise their learning to meet requirements as stipulated by the Statutory Body for Social Service Professions.

    Collaboration with relevant stakeholders:
  • Statutory Body for Social Service Professions.
  • Department of Social Development.
  • Department of Justice.
  • Workplace practitioners.
  • Education and training providers.
  • Assessment specialists.
  • Curriculum development specialists.
  • Institutions of Higher Education and Training.

    Collaboration with relevant stakeholders:
  • Representatives from the Statutory Body for Social Service Professions. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL process to gain access to training opportunities:
    Learners may use the for a programme of learning, qualification, part-qualification, or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme.

    Such an RPL assessment may be developed, moderated, and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner can display the equivalent level of competencies required for access, based on the NQF level descriptors.

    RPL for exemption from modules:
    For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification, or skills programme through any means of formal, informal, or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

    RPL for credits:
    Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

    RPL for access to the External Integrated Summative Assessment Task:
    A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved. Upon successful completion of the EISA/FISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification, or skills programme. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part- part-qualification is approved by the QCTO.

    Entry Requirements:
    An NQF Level 4 qualification. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification is made up of compulsory Knowledge, Practical Skill, and Work Experience Modules:

    Knowledge Modules:
  • 263508-000-01- KM-01, Self-Reflective Practices, NQF Level 4, 9 Credits.
  • 263508-000-01- KM-02, Fundamentals of Human Development, NQF Level 5, 4 Credits.
  • 263508-000-01- KM-03, Theories and Methodologies of Child and Youth care work, NQF Level 5, 21 Credits.
  • 263508-000-01- KM-04, Developmental Assessment Practices, NQF Level 5, 7 Credits.
  • 263508-000-01-KM-05, Legislative Framework relevant to Child and Youth Care, NQF Level 5, 7 Credits.
  • 263508-000-01- KM-06, Basic End -User Computing, NQF Level 4, 4 Credits.
  • 263508-000-01- KM-07, Supervision and Administration, NQF Level 5, 7 Credits.

    Total number of credits for Knowledge Modules: 59

    Practical Modules:
  • 263508-000-01- PM-01, Intervene in the daily activities of children and youth to realise developmental and therapeutic goals, NQF Level 4, 4 Credits.
  • 263508-000-01- PM-02, Effectively observe, record and report behaviours and interactions within a specified framework, NQF Level 4, 2 Credits.
  • 263508-000-01- PM-03, Provide physical care, NQF Level 5, 8 Credits.
  • 263508-000-01- PM-04, Provide social and emotional care, NQF Level 5, 5 Credits.
  • 263508-000-01- PM-05, Interpret and respond helpfully to the behaviour of children and youth in terms of their needs, NQF Level 5, 5 Credits.
  • 263508-000-01- PM-06, Apply the principles of the developmental approach, NQF Level 5, 3 Credits.
  • 263508-000-01- PM-07, Apply restorative processes within the environment, NQF Level 5, 2 Credits.
  • 263508-000-01- PM-08, Participate in the design, implementation and evaluation of programmes and activities within a variety of contexts, NQF Level 5, 6 Credits.
  • 263508-000-01- PM-09, Respond appropriately to actual and potentially physically violent assaultive behaviour to contain the situation and ensure safety of people and property, NQF Level 6, 4 Credits.

    Total number of credits for Practical Skill Modules: 39

    Work Experience Modules:
  • 263508-000-01- WM-01, Advocate for the rights of children and youth, NQF Level 4, 12 Credits.
  • 263508-000-01- WM-02, Manage the administration in child and youth care work, NQF Level 4, 12 Credits.
  • 263508-000-01- WM-03, Provide holistic developmental care, NQF Level 5, 12 Credits.
  • 263508-000-01- WM-04, Manage behaviour within the child and youth care context, NQF Level 5, 12 Credits.
  • 263508-000-01- WM-05, Implement life space work and conduct life space counseling, NQF Level 5, 12 Credits.
  • 263508-000-01- WM-06, Maintain planned environments for child and youth care work, NQF Level 5, 12 Credits.
  • 263508-000-01- WM-07, Implement programmes and activities to deal with identified developmental needs of children and youth, NQF Level 5, 12 Credits.
  • 263508-000-01- WM-08, Conduct developmental assessments for children and youth, NQF Level 6, 12 Credits.

    Total number of credits for Work Experience Modules: 96 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:
    1. Assess and meet the holistic (physical, emotional, social, cognitive, spiritual) needs of children and youth at different stages of their development.
    2. Apply behaviour management and support techniques in routine child and youth care contexts using professionally accepted behaviour management models.
    3. Implement life space work including life space counseling and participation in developmental assessment of children and youth.
    4. Establish and maintain appropriate relationships that will facilitate the provision of holistic therapeutic care and development for children, youth, and families.
    5. Manage the total environment to create a developmental and therapeutic milieu.
    6. Improve self-awareness and personal performance as an Auxiliary Child and Youth Care Worker.
    7. Participate constructively in a multi-disciplinary team to compile and implement the individual development plan within the life space of children and youth.
    8. Implement children's and youth's Rights in the life space.
    9. Apply administrative procedures within a child and youth care context to complete the required documents and draft the regulated reports. Associated Assessment Criteria. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    ELO 1: Assess and meet the holistic (physical, emotional, social, cognitive, spiritual) needs of children and youth at different stages of their development.
  • Identify the needs in all the dimensions of development.
  • Explain how the identified needs relate to the appropriate assessment framework.
  • Describe the needs and the actions that relate to the appropriate stages of development of the person.

    Associated Assessment Criteria for Exit Level Outcome 2:
    ELO 2: Apply behaviour management and support techniques in routine child and youth care contexts using professionally accepted behaviour management models.
  • Describe the needs behind individual and group behaviours in terms of age, developmental stage, and context.
  • Identify appropriate and distorted behaviour is responded to in terms of the professionally accepted assessment framework.
  • Describe professionally accepted behaviour management models, including all the stages and steps.
  • Describe and apply the appropriate models for the relevant behaviour.
  • Align the philosophy that underpins the various models for behaviour management with the professional child and youth care approach.

    Associated Assessment Criteria for Exit Level Outcome 3:
    ELO 3: Implement life space work including life space counseling and participation in developmental assessment of children and youth.
  • Apply interventions aimed at responding to the behaviours, and such interventions correspond with the accepted pro-active and active management techniques.
  • Explain the application of rules and routines in behaviour management using appropriate practical examples.
  • Describe the natural and logical consequences of applying behaviour management relevant to given contexts and align the discipline that is aligned to relevant child and youth care legislation.
  • Describe interventions appropriately to the given situation and describe interventions aligned with the characteristics of child and youth care approach.
  • Explain the difference between punishment and discipline in terms of the child and youth care ethos and apply the practical, feasible, and legal alternatives to punishment.

    Associated Assessment Criteria for Exit Level Outcome 4:
    ELO 4: Establish and maintain appropriate relationships that will facilitate the provision of holistic therapeutic care and development for children, youth, and families.
  • Identify the need for boundaries and methods to create and maintain boundaries within the various contexts consistent with the relevant theories and describe the specific context.
  • Facilitate rapport and engagement within different situations and meet the requirements of the theoretical framework.
  • Explain communication that reflects a deep understanding of the practical dynamics of relationships with reluctant children.
  • Provide examples of using self as a tool in relationship building.
  • Clearly and accurately, the need for life space counselling, the limitations for counselling, and accurately align referrals to the scope of work and examine the regulated requirements.
  • Reflect the concept of unconditional acceptance of children and youth in giving practical examples of how to overcome personal bias.

    Associated Assessment Criteria for Exit Level Outcome 5:
    ELO 5: Manage the total environment to create a developmental and therapeutic milieu.
  • Describe the processes for creating structured activities accurately in terms of the relevant theoretical basis.
  • Put processes for setting up and managing routines in place accurately.
  • Accurately explain the role of routines in creating a therapeutic and developmental milieu is according to the accepted professional practice.
  • Describe and align the processes to design activities for programmes, individuals and groups to the specific needs.

    Associated Assessment Criteria for Exit Level Outcome 6:
    ELO 6: Improve self-awareness and personal performance as an Auxiliary Child and Youth Care Worker.
  • Analyse debates on the role of an Auxiliary Child and Youth Care Worker by highlighting all the professional and legislated roles and the key competencies that an effective should demonstrate.
  • Design own developmental areas and strategies for improvement in line with the accepted model.
  • Describe the role of supervision in managing self and illustrate an understanding of the need for mentorship within the professional environment.

    Associated Assessment Criteria for Exit Level Outcome 7:
    ELO 7: Participate constructively in a multi-disciplinary team to compile and implement the individual development plan within the life space of children and youth.
  • Describe the roles and responsibilities of the various members of the multi-disciplinary team and the interrelationship between the Auxiliary Child and Youth Care Worker and reflect upon the various team members.
  • Accurately identify and capture developmental areas in an Individual Development Plan (IDP).
  • Implement the IDP to achieve the developmental goals according to operational procedures.
  • Support the child, youth, and family during the assessment process according to the relevant professional and legal standards.

    Associated Assessment Criteria for Exit Level Outcome 8:
    ELO 8: Implement children's and youth's Rights in the life space.
  • Explain the rights of the child and youth and upheld according to the constitutional requirements and global best practices.
  • Describe the process for applying the Rights of children and youth aligned to the professional practices.
  • Illustrate and apply the code of ethics and the values entrenched in the code.
  • Explain and apply the various processes for dealing with violations of Rights that are appropriate, feasible, and legal.

    Associated Assessment Criteria for Exit Level Outcome 9:
    ELO 9: Apply administrative procedures within a child and youth care context to complete the required documents and draft the regulated reports.
  • Describe the concepts and steps of strength-based logging.
  • Accurately complete daily logs and align reports based on the logs with the principles of logging and reporting.
  • Identify reportable incidents and accurately describe and apply the process for dealing with reportable incidents in terms of professional and legal practice.
  • Describe the purpose, goal, role, types of supervision, and the steps in the supervisory process.

    INTEGRATED ASSESSMENT
    Formative Assessments conducted internally:
    Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment.
    Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weaknesses, and to ensure the learner's ability to apply knowledge, skills, and workplace experience gained.
    Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, and interviews. Continuous feedback must be provided.

    Integrated Summative Assessments Conducted Internally:
    Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification, or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed.

    An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification.

    Internal Summative Assessments are developed, moderated, and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc.

    The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA.

    External Integrated Summative Assessment (EISA) - a national assessment:
    The Quality Partner is responsible for the management, conduct, and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner. For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating. The attainment of all modules for the Knowledge, Practical, and Work Experience modules or The attainment of all modules for the Knowledge and Application Components. 
    		•

    INTERNATIONAL COMPARABILITY 
    The comparison study has been conducted in countries such as New Zealand and Canada. These countries have been chosen due to the accessibility of qualifications whose content is similar to that covered in the South African qualification.

    Country: New Zealand
    Institution: Institute for Child Protection Studies Trust Incorporation
    Qualification Title: Diploma in Child Protection (Level 5)
    Credits: 120 Credits

    New Zealand Diploma in Child Protection (Level 5), Reference Number 3518, was found to cover competencies that are covered in the South African Higher Occupational Certificate: Auxiliary Child and Youth Care Worker qualification. The qualification has 120 credits and is offered by the Institute for Child Protection Studies Trust Incorporation.

    This qualification is designed for people who are working in or intending to enter into roles that affect children. Qualified learners will operate as individuals who advocate for children's rights across several employment settings, including the health, education, police, justice, social services, and voluntary sectors. Although entry into the qualification is open, upon completion, qualified learners are required to undergo initial and ongoing safety checks in accordance with relevant legislation, including the Children's Act (2014), the Children's Amendment Act (2018), and the Crimes Amendment Act (2012), to ensure they are safe and appropriate to work with children.

    Competencies covered in this qualification are listed in units below:
  • Implement evidence-based and child-centered practice to protect and advocate for the safety and well-being of children and young people in a range of environments, 25 credits.
  • Apply advanced strategies to identify, prevent, and respond to child abuse and neglect, and promote safety and well-being for children, young people, and their families and/or whanau, 35 credits.
  • Model best practices in child protection in an organisation and community setting to encourage consistent and safe responses to the needs of children and young people, 35 credits.
  • Engage with and support families and whanau from diverse cultural contexts in a child-centered way to promote the safety and wellbeing of children and young people, 25 credits.

    Similarities:
    Similarities have been found with content, the level at which the two qualifications are pitched, learners' profile, and regulatory requirements to be adhered to by qualified learners. The outcomes that are covered in the New Zealand Diploma in Child Protection are all covered in the South African Higher Occupational Certificate: Auxiliary Child and Youth Care Worker qualification.
    Also, as with the New Zealand regulatory requirements for initial and ongoing checks to be administered to qualifying and practicing child protection advocates, the same applies to the South African learners who wish to enrol against the South African Higher Occupational Certificate: Auxiliary Child and Youth Care Worker qualification and practice as such. These learners are required to register with the South African Council for Social Services Profession (SACSSP), a council that registers professionals and regulates the profession. Similarly, both qualifications are pitched at level 5.

    Differences:
    The South African Higher Occupational Certificate: Auxiliary Child and Youth Care Worker qualification has a high credit value. This is attributed to the fact that additional outcomes which include amongst others, knowledge and ability to use information technology (computer literacy), ability to perform administrative functions such as capturing child and youth related information and compiling basic reports, assisting with the implementation of child and youth care programmes, participating in a multi-disciplinary team to compile and implement the Individual Development Plan, are not covered in the New Zealand Diploma in Child Protection qualification.

    Country: Canada
    Institution: Seneca Polytechnic College
    Qualification Title: Advanced Diploma in Child and Youth Care
    Duration: three years
    Entry requirement: Ontario Secondary School Diploma (OSSD)

    The qualification is aimed at equipping students with knowledge and skills that will empower them to effectively work with children, youth and families with challenges that impact their emotional, social and mental wellbeing. Seneca Polytechnic College offers an Advanced Diploma in Child and Youth Care. This qualification is accredited by the Child and Youth Care Educational Accreditation Board of Canada. This diploma is offered through hybrid learning platforms over 3 years; however, there are some courses in which students are required to attend in person. Entry into the qualification is an Ontario Secondary School Diploma (OSSD), or equivalent, or a mature applicant and English: Grade 12 C or U, or equivalent course. IInternational learners must meet additional requirements as stipulated in the course.

    The qualification is aimed at empowering students with knowledge and skills that will enable them to deal with individuals, groups and families 'needs across their lifespan. The curriculum allows students to develop and apply tangible skills to explore the holistic needs of individuals facing issues related to poverty, homelessness, substance use, addiction, immigration, colonisation, gender-based violence, sexual identity, gender identity, mental health, among others.

    Upon completion of the qualification, students will demonstrate the ability to:
  • Develop and maintain relationships with children, youth, and their families by applying principles of relational practice and respecting their unique life space, cultural and human diversity.
  • Assess and respond to the strengths and needs of children and youth, including complex responses impacted by developmental, environmental, physical, emotional, social and mental health challenges in order to promote positive change.
  • Analyze and evaluate the impact of the inter-relationship among family, social service, justice and community systems on children, youth and their families and use this information in the planning of holistic care and in the reduction of systemic barriers.
  • Plan, implement and evaluate interventions using evidence-informed practices in the areas of therapeutic milieu and programming, and group work to promote resiliency and to enhance development in children, youth, and their families.
  • Advocate for the rights of children, youth and their families and maintain an anti- oppression perspective and cultural competence in diverse cultural contexts.
  • Apply communication, teamwork and organizational skills within the interprofessional team and with community partners to enhance the quality of service in child and youth care practice.
  • Develop and implement self-care strategies using self-inquiry and reflection processes to promote self-awareness and to enhance practice as a child and youth care practitioner.
  • Use evidence-based research, professional development resources and supervision models to support professional growth and lifelong learning.

    Throughout the learning qualification, learners will develop in:
  • Prevention, intervention, and treatment strategies.
  • Treatments, counselling, and therapeutic theories.
  • Understanding in adolescent development, violence, child and youth management, diversity, therapeutic activities, group, and family work.

    Qualified students can practice in institutions or environments such as schools, school boards and special education classes, government agencies, community agencies (including children, youth, and family agencies), day treatment centres, out-of-home care (including group homes and foster care), therapeutic programs, hospitals, youth justice programs and children's aid societies. Qualified students may apply to become a member of the Ontario Association of Child and Youth Care. Graduates with experience may apply to be certified by the Child and Youth Care Certification Board, North America.

    Courses covered in this programme are listed below:
    Semester 1:
  • Communicating Across Contexts or Communicating Across Contexts (Enriched), 1 Credit.
  • Foundation of Child Youth and Care, 1 Credit.
  • Interpersonal Communication, 1 Credit.
  • Anti-oppressive Practice, 1 Credit.
  • Health and Wellness, 1 Credit.
  • Child and Youth Care Practice, 1 Credit.

    Semester 2:
  • Therapeutic Foundations and Methodologies, 1 Credit.
  • Interviewing and Counseling,1 Credit.
  • Child and Adolescent Development,1 Credit.
  • Families in Change, 1 Credit.
  • Field Placement Preparation,1 Credit.

    Semester 3:
  • Child and Youth Care Methods, 1 Credit.
  • Exceptionalities of Children and Youth, 1 Credit.
  • Therapeutic Activities, 1 Credit.
  • Field Placement Seminar, 1 Credit.
  • Field Placement, 1 Credit.
  • General Education Course, 1 Credit (1) plus: Professional Options (1).

    Semester 4:
  • Assessment and Recording in CYC Practice, 1 Credit.
  • Crisis Interventions, 1 Credit.
  • Group Work in CYC Practice, 1 Credit.
  • Field Placement Seminar, 1 Credit.
  • Field Placement, 1 credit. plus: General Education Course (1) Semester 5.
  • Family Work in Practice, 1 Credit.
  • Child and Adolescent Mental Health Disorders, 1 Credit.
  • Field Placement Seminar, 1 Credit.
  • Field Placement, 1 Credit.
  • General Education Course (1), 1 Credit plus: Professional Options (1) 1 Credit.

    Semester 6:
  • Counselling Children and Youth Lab, 1 Credit.
  • Specialization in Child and Youth Care, 1 Credit.
  • Child Trauma and Abuse, 1 Credit.
  • Field Placement Seminar, 1 Credit.
  • Field Placement, 1 Credit.

    Similarities:
    Similarities have been noted with course content. Competencies covered in the South African Higher Occupational Certificate: Auxiliary Child and Youth Care Worker qualification are covered in the Child and Youth Care Advanced Diploma offered by Seneca Polytechnic. Similarities have also been noted with entry requirements. In both programmes, learners should have completed a level 4 qualification. In addition, in both qualifications, learners are required to do On the Job Training. Within the South African context, this is covered in the qualification document as work experience modules whilst with the Child and Youth Care Advanced Diploma, learners are given an opportunity to do about 900 to 1,000 hours of work on field placements in their final semester.

    Differences:
    Differences have been found to be with the duration for which the programmes are offered. The South African Higher Occupational Certificate: Auxiliary Child and Youth Care Worker qualification is offered over a period of 2 years whilst the Child and Youth Care Advanced Diploma is offered over 3 years. Differences have also been found with the levels at which the programmes are pitched at. The South African Higher Occupational Certificate: Auxiliary Child and Youth Care Worker qualification is pitched at level 5 whilst the Child and Youth Care Advanced Diploma is pitched at an advanced diploma level. Differences have also been found with credits. The South African Higher Occupational Certificate: Auxiliary Child and Youth Care Worker qualification has a higher credit value, whilst the Child and Youth Care Advanced Diploma have fewer credits.

    Conclusion:
    Overall, the South African Higher Occupational Certificate: Auxiliary Child and Youth Care Worker qualification is unique to the South African situation and specific needs. However, content covered in both qualifications compares very favourably with content covered in the South African occupational qualification. It is in light of the above that it is concluded that the South African Higher Occupational Certificate: Auxiliary Child and Youth Care Worker qualification compares very favourably with qualifications offered in the two countries. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Higher Occupational Certificate: Social Auxiliary Worker, NQF Level 5.
  • Higher Certificate in Early Childhood Care and Education, NQF Level 5.

    Vertical Articulation:
    There are no vertical articulation possibilities within the OQSF, as there were no registered qualifications available at the time when this qualification was recommended for registration.

    Diagonal Articulation:
  • Diploma in Early Childhood Care and Education, NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A. 

    NOTES 
    Additional Legal or Physical Entry Requirements:
  • None

    Criteria for Accreditation:
    Accreditation requirements, against which Skills Development Providers (SDP) and Assessment Centres, will be accredited, is found in the Curriculum Document, as listed below.

    Curriculum Code: Higher Occupational Certificate: Auxiliary Child and Youth Care Worker: 263508-000-01-00. 
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    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


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