SAQA

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

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Postgraduate Diploma: Childhood and Youth Development

SAQA QUAL ID	QUALIFICATION TITLE
16355	Postgraduate Diploma: Childhood and Youth Development
ORIGINATOR
University of Natal
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	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	128	Level 7	Level TBA: Pre-2009 was L7	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2013-06-30

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
72950	Postgraduate Diploma: Childhood and Youth Development	Level 7	NQF Level 08	128	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

This interdisciplinary programme is intended to provide specialist training in the area of children and youth development, where the term `development` is used to refer both to the cognitive, emotional and psychological development of children and youth, and to their development in the social and policy-related senses. 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 to specialise in counselling, treating, studying, or teaching children and youth. Although it has academic components, the programme is primarily vocational. In order to accommodate working people, the programme will be offered in open learning mode and includes credit-bearing service learning courses. However, full-time study will also be possible.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Applicants either should have some background in social work, psychology, social anthropology or sociology, or be employed in a sector that exposes them to appropriate experiential learning. Recognition of prior learning will be subject of University and Faculty policy. Age, level of maturity, life experiences, work experiences and potential to study at the tertiary level are taken into account.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

On completion of this level of the programme, students should be able to demonstrate:

1. Sound understanding of and sensitivity to the different cultural contexts of children and youth, both in South Africa and elsewhere.
2. Sound understanding of critical issues relating to children and youth in South Africa.
3. Knowledge of national policy relating to children and youth in South Africa.
4. Competence in presenting arguments and perspectives in both written and oral form.
5. A sound understanding of psychological theories of child and adolescent development.
6. Counselling skills.
7. Critical and holistic approach to applied and theoretical problem solving.

ASSOCIATED ASSESSMENT CRITERIA

On completion of this level of the programme, students will be assessed in terms of the following criteria:

1. They must have demonstrated a sound understanding of and sensitivity to the different cultural contexts of children and youth, both in South Africa and elsewhere.
2. They must have demonstrated a sound understanding of critical issues relating to children and youth in South Africa.
3. They must have demonstrated knowledge of national policy relating to children and youth in South Africa.
4. They must have demonstrated competence in presenting arguments and perspectives in both written and oral form.
5. They must have demonstrated sound understanding of critical issues relating to children and youth in South Africa.
6. They must have demonstrated competence in counselling.
7. They must have demonstrated critical and holistic approach to applied and theoretical problem solving.

Integrated Assessment

The University of Natal is currently reforming its assessment strategies to include the assessment of applied competence for each qualification. In the meantime, a combination of continuous assessment and traditional written examinations serve to assess the integration of all / most of the learning outcomes for each module in a qualification.

ARTICULATION OPTIONS

Transfer to other programmes:
The programme is inter-disciplinary and many modules are drawn from discipline-specific postgraduate programmes. While modules would of course be recognised within the programmes of these disciplines, their exportability would depend on the flexibility of the discipline-specific programmes. As far as is known, this is the only postgraduate set of qualifications in the area of childhood and youth development in Kwazulu-Natal, and possibly in the country. Exporting of modules to other institutions is, therefore, unlikely to be requested. Whatever the case may be, the extent to which the modules are exportable will depend on the flexibility of external programmes.

Transfer from other programmes:
As a general rule, students who exit with either the Postgraduate Certificate or the Postgraduate Diploma will not be permitted to import modules from other programmes. Students who exit with either the Advance Postgraduate Diploma or the Masters will be permitted to import a maximum of 32 points provided that these points are for external modules which, in terms of content and outcomes, are more or less equivalent to the programme module or modules which they replace.

Cross-listed modules from other programmes:
No particular non-programme modules are recognised and cross-listed because there is not yet available a complete list of all modules on offer in the University, therefore, it is impossible to determine whether the content and outcomes of other modules are more or less equivalent to the content and outcomes of the programme modules. Once such a list is made available, it is possible that a number of non-programme modules will be formally recognised and cross-listed. For the time being, request to import non-programme modules will be dealt with on an individual basis as outlined immediately above.

Possibilities for accelerated progress:
The programme combines open learning, service learning, and concentrated face-to-face teaching. As such, it is designed to be flexible in regard to duration. The minimum period within which students will be able to graduate with the Masters is eighteen months of full-time study. For the most part, it is expected that students will register to the programme on a part-time basis.

MODERATION OPTIONS

There is no formal professional body to act as an external moderator. As mentioned, the programme makes use of both internal and external assessors. The Programme Director and the Co-ordinator of the Service Learning modules will act as overall assessors. Attempts will be made to evaluate the quality of graduates by tracking their progress after graduation and by meeting with, and obtaining feedback from, employees.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Until the HEQC establishes a registration system for assessors in the HET Band, the University of Natal assumes that, on the basis of its rigorous selection criteria for the appointment of academic staff (who also have opportunities for staff development in assessment), staffs are competent to assess students on the modules they teach. This assessment is quality assured via a university system of internal moderation and external examination. External examiners are appointed for their teaching and disciplinary expertise and subject to the approval of Faculty Boards. The University of Natal ruling is that 66 % of all assessments at exit level, i.e. leading to a qualification, are externally examined.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

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

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