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: 

Bachelor of Child and Youth Care 
SAQA QUAL ID QUALIFICATION TITLE
94178  Bachelor of Child and Youth Care 
ORIGINATOR
Durban University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 07 - Human and Social Studies  People/Human-Centred Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  512  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Child and Youth Care is to produce graduates to assume professional roles in a range of child and youth care work and related contexts. Such professionals will be equipped to provide direct services for developmental and therapeutic purposes with children, youth and families, and to take roles of leadership in the context of multi-disciplinary teams.

More specifically, the qualification aims to:
  • Produce high quality graduates who are able to be child and youth care work practitioners in a range of social service settings where life-space work is a key methodology.
  • Provide graduates with a range of skills, knowledge and attitudes that will enable them to make a meaningful and sustained contribution to social services or any field in which they apply their skills, including politics, industry and academia.
  • Equip graduates with a developed sense of equity, justice and service ethics that will ensure that the graduates work in an accountable manner irrespective of their chosen work place.
  • Offer a wide range of transferable skills for application in other professions, disciplines and general life. These include:
    > A methodical, solution based approach to problem solving.
    > An empowerment strengths-based approach to personal and social development.
    > Competence in written and oral communication.
    > Capacity to assess and implement social and other policies and make contributions to policy development.
    > Ability to plan, implement and manage projects of a varied nature.
    > An ability to work independently and as part of a team.

    Rationale:
    There should be no doubt in anyone's mind that there is a need for appropriately-trained people to work with South Africa's children many of whom live in contexts of poverty, HIV/AIDS, violence, unemployment and community disintegration. Furthermore, South Africa ratified the United Nations Convention on the Rights of the Child (UNCRC) in 1995 signifying a commitment to ensure "the best interests of the child", and including the right to receive appropriate services from properly-trained people.

    In 1997, a strategic plan of action for the reconstruction and rationalisation of the social welfare delivery system was adopted in terms of the White Paper for Social Welfare. According to this policy statement a holistic, developmental approach was adopted whereby services to individuals, families, groups and communities had to be rendered on a multi-professional level. Specially trained personnel such as child and youth care workers are needed for this purpose. In addition, the strategic plan also emphasised the importance of upgrading the qualifications of existing child and youth care workers and other social service practitioners. This is reflected further in the South African Constitution and various pieces of related legislation including the recently-enacted Children's Act (No. 38 of 2005) which specifically identifies child and youth care workers as significant in the workforce required for effective implementation. Child and youth care workers make a significant contribution to the realisation of children's rights and to human rights culture in a democratic South Africa.

    In addition the following factors have been borne in mind in the development of the professional degree in child and youth care work:
    The Professional Board for Child and Youth Care (PBCYC), elected in 2012 has prioritised finalisation of the regulations regarding registration of auxiliary child and youth care workers with a qualification at NQF Level 4 and professional qualifications at NQF Level 8 and higher. The South African Council for Social Service Professions (SACSSP) has emphasised that registration of professionals require such individuals to have obtained qualifications at the level of a professional degree (i.e. NQF Level 8 or higher). The nature of practice in this field requires a graduate who can solve problems.

    As such, the qualification will also be valuable for social service professionals who may have been practising within the field, but without formal recognition for child and youth care work.

    In particular, this qualification will be useful for:
  • Professional child and youth care workers.
  • Persons who work in related fields where a professional qualification in child and youth care work is an advantage. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the student has an appropriate and relevant knowledge and skills base in numeracy, literacy and communications.

    Recognition of Prior Learning:
    Students will be admitted into the programme with credit given to prior learning which will be assessed as per the University policy.

    Entry Requirements:
    The minimum entrance requirement for the Bachelor of Child and Youth Care is a National Senior Certificate (NSC) or a Senior Certificate with endorsement for Degree entry.

    In addition to the above, the DUT general rules will apply with regard to admission requirements based on work experience, age and maturity, and admission via Recognition of Prior Learning (RPL). The admission of international students will be according to DUT's Admission's policy for International Students and General Rules G4 and G7 (5). 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of 27 core modules ranging from NQF Levels 5-8 and 3 elective modules at NQF Levels 5, 6 and 8 adding up to 512 Credits.

    Core Modules at NQF Level 5:
  • Child and Youth Care Work I, 32 Credits.
  • Human Development I, 32 Credits.
  • Cornerstone General Education, 12 Credits.
    Total: 76 Credits.

    Core Modules at NQF Level 6:
  • Child and Youth Care Work Practice II, 16 Credits.
  • Contemporary Social Issues in SA Child and Youth Care Work, 16 Credits.
  • Child and Youth Care Work II, 32 Credits.
  • Human Development II, 32 Credits.
  • Behaviour Management I, 12 Credits.
  • Personal and Professional Development I, 12 Credits.
  • Communication for Child and Youth Care Workers I, 16 Credits.
  • Child and Youth Care Work Practice I, 12 Credits.
    Total: 148 Credits.

    Core Modules at NQF Level 7:
  • Behaviour Management II, 16 Credits.
  • Child and Youth Care Work III, 32 Credits.
  • Human Development III, 32 Credits.
  • Personal and Professional Development II, 8 Credits.
  • Behaviour Management III, 8 Credits.
  • Counselling, 8 Credits.
  • Child and Youth Care Work with Families and Communities, 8 Credits.
  • Child and Youth Care Work Practice III, 16 Credits.
    Total: 128 Credits.

    Core Modules at NQF Level 8:
  • Child and Youth Care Work IV, 32 Credits.
  • General Education II, 8 Credits.
  • General Education III, 8 Credits.
  • General Education IV, 8 Credits.
  • Human Development IV, 24 Credits.
  • Behaviour Management IV, 8 Credits.
  • Life-Space Crisis Intervention, 8 Credits.
  • Legislation and Policy for Child and Youth Care Workers, 8 Credits.
  • Child and Youth Care Work Practice IV, 24 Credits.
  • Research Methodology, 16 Credits.
  • Research Project, 16 Credits.
    Total: 160 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate understanding of children/youth, the ecology of human development, and the origins of child and youth care work.
    2. Organise, manage and implement developmental and therapeutic work with individuals, families and groups.
    3. Identify, analyse and assess the social challenges, issues and needs experienced by the individuals, families, groups and communities for which the graduate is responsible in a child and youth care work context.
    4. Evaluate policies, and contribute to policy development and evaluation at global and programme level.
    5. Appraise and develop professionalism and professional practice in child and youth care work contexts.
    6. Provide leadership, supervision and managerial direction in a child and youth care work context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    1.1 Knowledge is integrated in ways that reveal a clear understanding of the context for child and youth care work, and the particular role of social conditions in contributing to risk for children and youth.
    1.2 Knowledge of human development assists in explaining development and factors which interrupt or distort normal development in children and youth at risk.

    Associated Assessment Criteria for Exit Level Outcome 2:
    2.1 Knowledge of individuals, and of families/groups as systems contributes to understanding and effective work with both, and assists in the selection of appropriate responses, strategies and approaches.
    2.2 Family preservation as an approach pervades all work with young person at risk and their families.
    2.3 A comprehensive range of child and youth care work skills and knowledge is integrated and utilised effectively to produce responses likely to preserve and promote functional families.

    Associated Assessment Criteria for Exit Level Outcome 3:
    3.1 Knowledge of assessment frameworks promotes reasoned discussion of relative usefulness of different approaches and the selection of those most consistent with developmental and therapeutic responses.
    3.2 Assessments demonstrate knowledge of human development and the significance of context, are consistent with child rights and promote the best interests of the child within a strengths-based approach.

    Associated Assessment Criteria for Exit Level Outcome 4:
    4.1 Knowledge of the philosophies, policies and principles underpinning the legal framework for child and youth care work promotes constructive evaluation of and engagement with policy, and input which is consistent with child rights and the developmental approach.
    4.2 Procedures developed at global and programme level are coherent, and support one another in the achievement of overall goals and objectives within a child rights framework.

    Associated Assessment Criteria for Exit Level Outcome 5:
    5.1 Interpretation of human behaviour is consistent with mainstream psychological and sociological theories, and incorporates elements of traditional understanding developed during practice.
    5.2 Responses to, and management of, troubled and troublesome behaviour is therapeutic and consistent with strengths-based and developmental approaches.
    5.3 Support is in the life-space, and in the moment, as required.
    5.4 Counselling and/or plans developed, and support offered, promote the best interests of the child, within the child rights framework, and actively advocates on behalf of children at risk and their families.
    5.5 Activity and programme design are consistent with design principles and promote the broad aims and objectives of care and development plans.
    5.6 Advanced developmental and therapeutic approaches, strategies and programmes implemented with children and families facilitate holistic development.
    5.7 Evaluation incorporates all programme aspects, and leads to continuous improvement.

    Associated Assessment Criteria for Exit Level Outcome 6:
    6.1 Workspace and consultative supervision and support provided for child and youth care workers supports them in practice, and contributes to their ongoing professional development.
    6.2 Own personal development strategies and skills contribute to own professional development and consistent performance in practice.
    6.3 Management of multi-disciplinary processes contributes to integration of diverse inputs in the best interests of the child.

    Integrated Assessment:
  • The assessment practices will be open, transparent, fair, valid, and reliable and ensure that no student is disadvantaged in any way.
  • Learning, teaching and assessment are inextricably interwoven therefore the assessment of knowledge, skills and aspects of self (such as attitudes and values) will be integrated into the qualification.

    Assessment of fundamental elements will be integrated as far as possible with other aspects and will use practical contexts wherever possible. A variety of methods will be used in assessment, and tools and activities will be appropriate to the context in which the student is working or will work. Wherever it is not possible to assess the student in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques will be used to provide a context appropriate to the assessment.

    The term "integrated assessment" implies that theoretical and practical components will be assessed together. During integrated assessments, the assessor will make use of a range of formative and summative assessment tools and methods, and assess combinations of practical, applied, foundational and reflective competencies. Some examples of continuous assessment will be provided through:
  • Portfolios.
  • Simulations.
  • Workplace assessments and practical workbooks.
  • Written assignments.
  • Written tests.
  • Reflections.
  • Case studies and presentations.
  • Peer group evaluation.
  • Competency evaluations of practical skills.
  • Face-to-face contact with students.
  • Assessors will assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
  • Assessment will ensure that all the outcomes are evaluated in an integrated manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    Child and Youth Care Work in South Africa have representation on the Federation of International Educative Communities (FICE) - the UNESCO body dealing with children in residential facilities.

    International qualifications were examined to ensure that the qualifications model and modules proposed are comparable in terms of qualification levels, scope of qualifications, and competencies covered. Qualifications from the following countries were examined:

    Canada:
    Canada offers best practice in child and youth care work. There are numerous universities in Canada which offer four-year Bachelor's degrees as well as Masters and PhDs in child and youth care work. These include the University of Victoria (British Columbia), Fleming College, Ryerson, Douglas College, Mount Royal University, Humber, Grant MacEwan, University College of the Fraser Valley, and Vancouver Island University.

    Germany:
    Universities of Applied Sciences (e.g. Erfhust, Landshut) provide a 3.5 year Bachelor of Arts Degree.

    Ireland:
    Child and youth care work is called social care in Ireland. A three-year Bachelor of Arts Degree (at Honours level) is offered at numerous Institutes of Technology including Dublin, Carlow, Cork, Dublin, Dundalk, Limerick and Waterford.

    Israel:
    The Bert-Berl University College offers a degree in youth development.

    Scandinavia:
    Numerous colleges and universities throughout Denmark, Norway and Finland offer 3-4 year Degrees in social pedagogy (child and youth care work). More people are employed in social pedagogy than in other field in Denmark.

    Scotland:
    Several universities offer undergraduate Degrees in child and youth care. The University of Strathclyde is well-known for its Master of Science in Advanced Residential Child Care.

    South America:
    Numerous South American countries provide a 3-year, 3.5 year or 4-year Degree in child and youth care work.

    The qualifications selected were chosen as examples of best practice available internationally (Canada and Scandinavia). There were no examples of similar work in Africa, which looks to South Africa for guidance and leadership in this respect.

    The qualifications compare well, providing a mix of mandatory and optional units that enable candidates to tailor the qualifications to their particular role.

    This South African qualification is generally quite comparable to the qualifications indicated in terms of levels and range of competencies covered. 

    ARTICULATION OPTIONS 
    This qualification will articulate with:
    Should other institutions of higher education in South Africa decide to offer a similar programme, efforts will be made to promote portability.

    Horizontal articulation may be possible with:
  • National Diploma in Child and Youth Development, and Bachelor of Technology in Child and Youth Development.
  • Qualifications from other social services including community development and social work.
  • Other social science Degrees such as Postgraduate Diplomas and Honours Degrees.

    Vertical articulation will be possible with:
  • Other qualifications in child and youth care work, and related fields such as Community Development.
  • Masters in Child and Youth Care, and related fields. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2015. 

    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.
     
    1. Durban University of Technology 


    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.