SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Master of Technology: Child and Youth Care

SAQA QUAL ID	QUALIFICATION TITLE
61834	Master of Technology: Child and Youth Care
ORIGINATOR
University of South Africa
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's Degree	Field 07 - Human and Social Studies		People/Human-Centred Development
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	180	Level 8 and above	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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 primary purpose is to equip learners with advanced knowledge, research skill, and applied competence in Child and Youth Care work, in order that they might contribute to their own intellectual growth, as well as that of the profession and ultimately the young people at risk (and their families) who require CYC services.

As Child and Youth Care as a profession is relatively new in South Africa and only a few people presently hold a Masters qualification in this discipline, most research is drawn from the international community and most practice is based on international models which are not always entirely appropriate to the context of South Africa, particularly with the impact on children and their communities of the HIV/AIDS pandemic. Leaders in the field have experience but no post-graduate qualifications, other than a few who obtained their qualifications outside of South Africa.

A second purpose of this qualification is thus to provide universities, South Africa and the global community with postgraduate Child and Youth Care Workers to ensure that the leadership base of innovative, culturally appropriate and knowledge-based practice and academic resource in this field is established and widened.

Finally, the qualification will provide South Africa (and particularly the social development and education sectors) with post graduate child and youth care workers who will be able to influence policy, advocate for more effective services to children and risk, provide more effective monitoring, supervision and guidance to practitioners, and play a leadership role in the further development of best culturally appropriate practice models. All of the forgoing will contribute to the greater well-being of children and youth at risk, their families, and the community.

Rationale:

Due to the relative "newness" of Child and Youth Care as a recognized profession in South Africa, formal degree programmes have only in been in existence for the last 7 years. While the B.Tech has been long established at TSA, no Masters programme had been established and thus few people were qualified and available to teach the 4th year programmes. As a result, and through funding received from a donor agency, the TSA decided to pilot a Masters in Child and Youth Care providing the course through (mainly) international expertise, while developing a curriculum for a future South African Masters course. The group who are presently doing this Masters will complete the course by October/November 2006. It will be extremely important to ensure that this group is accredited for doing this "accredited" Masters.

Learners who take this course are those working in the field of Child and Youth Care i.e. those professionals specifically working with or on behalf of children and youth at risk. Such professionals would include child and youth care workers predominantly and in addition, social workers, probation officers, youth workers, teachers and psychologists. Qualifying learners would work in management, supervisory positions, advocacy, policy, consultancy, tertiary education in graduate and undergraduate course, and specialized practice with children and youth. These roles and functions would be available in a variety of settings such as non-government residential care and treatment, shelters, government departments, youth centres, child justice settings, communities, NGO's and schools.

Child and Youth Care (CYC) as a profession is relatively new in South Africa and only a few people presently hold a Masters qualification in this discipline. The Board for Child and Youth Care at the Social Service Professions Council is now established and this Board will require the registration of all child and youth care workers. In order for that registration to occur the many thousands of child and youth care workers working in South Africa must achieve University-based education. While some progress has been made on this due to the Diploma and B.Tech degree, the present dearth of Child and Youth Care professionals available to teach and lead in the field will make it impossible to effectively educate child and youth care workers at the required pace and quality, or sustain this ongoing education process, unless there is a steady number of graduates from a Masters programme. Part of this concern is the dearth of South African research in this field. Post graduate degrees such as the Masters will begin to address that gap. In addition, organizations offering direct care and treatment services to children presently do not have sufficiently qualified managers and supervisors and this in turn is impacting on the quality of service delivery and thus the well-being of children at risk.

Qualifying learners will be able to apply competencies in CYC research methodology, theories and models, and advanced practice in CYC providing them with the capacity to increase their scope of work and/or access senior positions in the government and non-government spheres, as well as tertiary education. The Masters Course will provide a stepping stone to Doctorate studies in Child and Youth Care.

Qualifying learners will be able to influence policy, advocate for more effective services to children and risk, more effectively provide, supervision, learning and guidance to practitioners, and play a leadership role in the further development of best practice models. All of the forgoing will contribute to the greater well-being of children and youth at risk, their families, and the community.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A BA Degree with honours in CYC or a B.Tech degree in CYC or any of the social service professions, Education or Psychology.

Achievement of unit standards as set out by the SGB on CYC for the NQF Level below the one for this degree.

Recognition of Pior Learning:

Recognition for prior learning will be given in order to access the degree. RPL for this component will be conducted by means of the submission of a portfolio and interviews.

Credits toward the modules on research and policy analysis may be achieved through prior learning. RPL will be conducted through submission of portfolios or proof of successful course completion of a similar course within a Masters programme in another social service Masters.

Access:

Interim Arrangement (until end of 2007):

Because of the fact that Child and Youth Care has only recently been registered as a profession in South Africa, until sufficient people have had access to and have completed an undergraduate degree in Child and Youth Care Work, access should be granted to anyone with an honours degree (or the required unit standards set by the specific SGB's in the social service professions, or education, or psychology).

For similar reasons prior learning and practice experience should be taken into consideration in instances where the individual does not have a BA or honours degree. Many child and youth care workers have significant experience in CYC and are fully able to complete a Masters programme but have not had the opportunity to acquire the necessary undergraduate qualifications in South Africa.

From 2008, Access will be limited to:

Those persons who have successfully achieved the necessary unit standard outcomes set by the SGB for Child and Youth Care.
OR

Who have direct experience of at least 3 years in working with children and youth at risk and hold an honours degree in social work, youth work, child and youth care work, probation work, education, or psychology.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Credits: 180.

Alternative 1: Course work Masters (Present Masters):

Module 1: Theories and Models in Child and Youth Care = 24 Credits.

Module 2: Advanced Practice in Child and Youth Care = 24 Credits.

Module 3: Policy Analysis = 12 Credits.

Module 4: Programme Design and Evaluation in Child and Youth Care = 12 Credits.

Module 5: Research Methodology = 12 Credits.

Mini Dissertation = 96 credits.

Alternative 2: Research Masters:

Research and Dissertation = 180 credits.

EXIT LEVEL OUTCOMES

1. Qualifying learners will be able to apply critical analysis and problem-solving research methodologies in the specialist field of CYC.

Specific Outcomes: Qualifying learners are able to:

Critically evaluate and analyse various research methodologies in order to select an appropriate framework for research.

Design an appropriate framework for a specific project or research dissertation to address challenges in the field of CYC.

Demonstrate the findings of the research/project to enhance the transfer of knowledge, skills and experience in the field of CYC.

Conduct research based on an appropriate research design that will contribute to scientific knowledge in the CYC field.

2. The qualifying learner will be able to apply advanced theory on CYC in order to deliver an advanced level of practice.

Specific Outcomes. Qualifying learners will be able to:

Critically analyse and interpret relevant national and international policy and legislation to ensure a frame of reference for practice and contribute to policy development in the field.

Critically evaluate relevant approaches, theories and models in CYC to ensure a foundation for effective research and practice.

3. The qualifying learner will demonstrate advanced practice in CYC to intervene effectively with young people at risk.

Specific Outcomes. Qualifying learners will be able to:

Apply models and strategies of CYC work in specific settings ensuring advanced practice in these areas.

Design and evaluate individual, group and global programmes in CYC work to meet therapeutic and developmental needs of children and youth at risk.

Cross-field Outcomes: Qualifying learners will be able to:

Identify and solve problems demonstrating responsible decision-making using critical and creative thinking within child and youth care settings and direct practice with children where such problems apply to them personally or to team work.

Demonstrate the ability to work effectively as a member of a multi-cultural and multi-disciplinary team in the field of child and youth care.

Demonstrate the ability to engage positively with a variety of organizations (both government and non-government) in order to influence policy and successfully advocate on behalf of children and youth.

Organise and manage their own workload and their personal functioning effectively and responsibly.

Collect, analyse, organize and critically analyse information pertaining to the organization, their clients, the socio-political context of the country, the milieu in which they work, and research.

Communicate effectively, using written and oral skills, as well as technology.

Show responsibility towards the environment and the well-being of all children and their families.

Reflect on and explore a variety of strategies to learn more effectively about self and the profession, including reading extensively, using supervision effectively, and exploring continued learning opportunities.

Demonstrate cultural sensitivity across a wide range of social contexts and specifically in all child ad youth care contexts.

ASSOCIATED ASSESSMENT CRITERIA

Assessment Criteria for Exit Level Outcome 8.1:

1. The ability to evaluate various research methodologies to select the appropriate framework for their research.
2. The ability to conduct field research, analyse data and present it to an audience
3. The ability to effectively communicate the results of the research to specialist and non-specialist audiences using the resources of academic and professional discourse and the production of a dissertation which meets the standards of professional writing.

Assessment Criteria for Exit Level Outcome 8.2:

Evidence shows that learners can:

1. Relate highly complex situations for children and their families to the theory and practice of child and youth care.
2. Identify complex problems in the life-space of children and youth at risk, analyse the nature of the complexities within the specific context and apply child and youth care solutions creatively and effectively.
3. Use their sophisticated knowledge base to critically evaluate different options in assisting young people (and their families) or colleagues in decision-making and appropriate actions.

Assessment Criteria for Exit Level Outcome 8.3:

1. Analyse and apply advanced skills in life-space work with children and youth at risk with the context of family, residential treatment, communities and schools.
2. Evaluate and compare relevant national and international advanced child and youth care practices.
3. Present an academic discourse involving critical thinking and debate, and demonstrate the relevant advanced practice skills within a workshop/seminar situation.
4. Demonstrate advanced knowledge and skills of child and youth care approaches to family work including (a) making direct observations of how the family lives through interacting with the family in their own environment and meeting the family "where they are", (b) helping the family change how they are and how they interact in 'real time', (c) enabling the family to experience success in their own environment.
5. Analyse and compare relevant national and international advanced child and youth care practices with families.
6. Present an academic discourse involving critical thinking and debate about advanced CYC family practice skills within a workshop/seminar situation.
7. Analyse, compare and apply at an advanced level the CYC principles of (a) the use of daily life events as a focus for intervention, (b) pro-activity in intervention, (c) intentionality of action, (d) flexibility and individuality of approach, (e) focus on context, (f) self-awareness and the use of self, and (g) attention to meaning-making from first and third world contexts.
8. Present an academic discourse and demonstrate advanced practice skills within a workshop/seminar situation according to a prescribed format.

Intergrated Assessment:

Formative Assessment:

For module 1-5 this assessment will include the submission of two papers for each module, based on guided self-study (assignments), and portfolios. The papers will be graded by lecturers and presented by learners at seminars.

Summative Assessment:

This assessment will be based on the results of graded papers for modules 1-5 and the final version of the dissertation of limited scope submitted by the learners. Learners will be required to obtain at least 50% for each paper before they are permitted to proceed to the dissertation of limited scope. Learners will be required to pass the dissertation of limited scope with at least 50%.

The assessment of the dissertation with limited scope will assess the advanced skills that the learner has acquired. The learner has to do an empirical study and shows that he/she can analyse and interpret the data collected. The learner must also be competent in academic writing skills at M. Tech level and be able to present logical conclusions and recommendations based on the research done.

The assessment for the full dissertation will be based on the same criteria, but the candidate will have to conduct a much more in-depth study.

INTERNATIONAL COMPARABILITY

There is no Master's degree in Child and Youth Care offered in South Africa. This proposed offering compares well with other master's degrees in South Africa, being course work master degrees, which consists of prescribed subjects/modules and a dissertation of limited scope and the second option of a research master degree.

International experts in CYC from Universities in Canada, USA and New Zealand have taught on the existing Masters programme and have indicated that the programme is offered at the standard of international requirements.

Universities in Canada, USA and New Zealand have similar Master's Degrees in Child and Youth Care.

ARTICULATION OPTIONS

Qualifying learners will be able to proceed to a Doctorate in CYC and other social service professions (where such other professions permit this.

MODERATION OPTIONS

All dissertations will be subject to an internal supervisor and external examiner.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015.

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.

1.	University of South Africa