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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Managing the Learning Programme 
SAQA US ID UNIT STANDARD TITLE
7400  Managing the Learning Programme 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  24 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This is a core unit standard of the National Certificate in ECD and the National Diploma in ECD at Level 5.

Learners are able to:
  • establish and maintain efficient management systems that ensure the effective functioning of the ECD site;
  • promote effective communication links between the ECD site, home and wider community. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • The applied competence outlined in Managing the Learning Programme at Level 4.
  • Language and communication at Level 4. 
    		•

    UNIT STANDARD RANGE 
    This Unit Standard is suitable for practitioners working with children between the ages of 0 and 9 years and their families in all types of settings. Practitioners are required to demonstrate applied competence in one of the following developmental phases/settings:
  • 0 - 3 years (group or informal or family setting)
  • 2 - 6 years (group or informal or family setting)
  • 5 - 9 years (group or informal setting)

    At this level. practitioners demonstrate the ability to:
  • work with colleagues, family and community systems in a joint effort to develop each child`s full potential through building upon the child`s socio-cultural background and experience (relates to anti-bias strategies);
  • plan and implement a learning programme that facilitates the learning and development of each child according to his/her individual needs, interests, style and pace of learning (includes children with special needs) within the national school curriculum;
  • select and use appropriate methods and procedures for assessing children`s progress on a systematic basis, and establish a regular process for communicating with family members about their children;
  • set up and maintain appropriate administrative systems efficiently;
  • analyse the context of ECD provision in South Africa in all its facets;
  • advocate for children and promote community recognition of the rights of women and children, and community involvement in providing better quality ECD services;
  • understand and demonstrate professional accountability in practice.

    Applied competence at this level requires a firm theoretical base. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Work cooperatively with all other adults involved in the programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Good working relationships are established and maintained with all other adults involved in the programme. 

    ASSESSMENT CRITERION 2 
    2. Information, ideas, views and concerns are communicated clearly and in a non-threatening manner to members of the team. 

    ASSESSMENT CRITERION 3 
    3. Potential areas of conflict within the team are anticipated, and steps taken to resolve tensions. 

    ASSESSMENT CRITERION 4 
    4. Constructive contributions are made to the development of good practice within the team. 

    ASSESSMENT CRITERION 5 
    5. The ability to facilitate/lead team meetings or group discussions is demonstrated. 

    SPECIFIC OUTCOME 2 
    Encourage family and community involvement in the programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The community context in which one works is analysed to assess family and community needs and the implications for ECD provision and practice. 

    ASSESSMENT CRITERION 2 
    2. A meaningful partnership with families and the community is established on the basis of an understanding of relevant theories and research. 

    ASSESSMENT CRITERION 3 
    3. Information about the culture(s), religion (s), and child rearing practices of families is used in programme experiences. 

    ASSESSMENT CRITERION 4 
    4. Accessible information and resources are provided to help families meet their children's needs. 

    ASSESSMENT CRITERION 5 
    5. Cooperative relationships with other agencies and practitioners working in the community are established and maintained (e.g. with libraries, health services, specialist voluntary organisations concerned the safety, health, education and welfare of children, development agencies). 

    SPECIFIC OUTCOME 3 
    Implement a planned learning prog that supports the care and educ of children in the nat school curr 
    OUTCOME NOTES 
    Implement a planned learning programme that supports the care and education of children within the national school curriculum. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Programme planning is based on an understanding of key issues and trends in early childhood development and their implications for ECD provision and managing a learning programme (historical, international, South African). 

    ASSESSMENT CRITERION 2 
    2. The implications of various theoretical/philosophical positions underlying different approaches to the management of children's learning are identified for curriculum development. 

    ASSESSMENT CRITERION 3 
    3. The learning programme is designed to help children achieve the specific outcomes of the national school curriculum in developmentally appropriate ways. 

    ASSESSMENT CRITERION 4 
    4. Activities and learning experiences are planned to facilitate and extend the development and learning of each child on an individual basis within the overall learning programme. 

    ASSESSMENT CRITERION 5 
    5. Creatively-developed learning resources are used appropriately to ensure a high quality and effective programme. 

    ASSESSMENT CRITERION 6 
    6. The learning programme is critically evaluated according to specified criteria, both informally on a daily basis and formally at specified times, and modified appropriately. 

    SPECIFIC OUTCOME 4 
    Assess children's progress and report on this to parents or guardians. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The implications of different approaches to assessment for ECD practice, including issues and current trends in assessment practice, are critically analysed. 

    ASSESSMENT CRITERION 2 
    2. The uses of different forms of assessment are understood, and appropriate methods and procedures are selected for assessing children's progress in all developmental and learning areas. 

    ASSESSMENT CRITERION 3 
    3. The evidence on which the assessment of a child's progress is based is appropriate and sufficient. 

    ASSESSMENT CRITERION 4 
    4. Children are encouraged to reflect on what they have learned/achieved and participate in self-evaluation. 

    ASSESSMENT CRITERION 5 
    5. A regular process exists for periodic information sharing with family members about children's progress. 

    ASSESSMENT CRITERION 6 
    6. Assessment of children's progress is fully integrated into processes of planning and facilitating the learning and development of individual children. 

    ASSESSMENT CRITERION 7 
    7. The effectiveness of ones own assessment practices and reporting skills are evaluated regularly, and modifications are made where necessary. 

    SPECIFIC OUTCOME 5 
    Maintain administrative systems for managing the learning programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Efficient administrative systems appropriate to the organisation's needs are maintained. 

    ASSESSMENT CRITERION 2 
    2. An efficient filing system is set up for children's records, programme planning and evaluation records, and resource materials and information (e.g. resource agency telephone numbers). 

    ASSESSMENT CRITERION 3 
    3. ECD policy legal requirements, regulations and procedures for registration and subsidisation are described, and implemented when applicable. 

    SPECIFIC OUTCOME 6 
    Maintain standards of early childhood care and education. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Realistic goals for personal development are set based on recognition of how one's feelings, needs, abilities and limitations affect one's judgement and behaviour. 

    ASSESSMENT CRITERION 2 
    2. Time is managed efficiently in coordinating work commitments and personal needs. 

    ASSESSMENT CRITERION 3 
    3. Stress is managed effectively so that energy and enthusiasm are maintained. 

    ASSESSMENT CRITERION 4 
    4. An effort is made to keep informed about child development practices, research, legislation and other developments affecting young children. 

    ASSESSMENT CRITERION 5 
    5. Initiative is taken in exploring new ideas and methods and in seeking resource materials (e.g. educational articles, ideas for activities, reference lists) are kept in an accessible filing system. 

    ASSESSMENT CRITERION 6 
    6. Advocacy on behalf of children and ECD provision is based on a comprehensive analysis of the context of ECD in South Africa. 

    ASSESSMENT CRITERION 7 
    7. Legislation and regulations governing the employment of ECD practitioners, the organised teaching profession and one's role in it are understood. 

    ASSESSMENT CRITERION 8 
    8. Responsibility is taken for own professional development, and progress is evaluated regularly. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Structured interview to assess attitudes, values, human relations and communication skills, self-awareness, underpinning knowledge and professional commitment.
  • Workplace assessment to assess the implementation of programme planning, and to validate interview and other sources of evidence where possible.
  • Records relating to team work, parent and community involvement, planning, assessment and administration.
  • Portfolio of relevant assignments, collections of resource material, family information leaflets, posters, etc.
  • Written assessment tasks requiring the application of underpinning knowledge to authentic and relevant work situations.
  • Work appraisals or opinion questionnaires completed by person(s) in management positions, supervisory staff, co-workers and/or family members (depending on the evidence required, e.g. administrative skills, parent and community involvement, team work, human relations and self-awareness, professional commitment).
  • Moderation: Scrutiny of all assessment records, administrative records, written assessment tasks and portfolio evidence; random workplace assessments and oral examinations by an external assessor. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Learners can understand and apply the following:
  • relevant theories of human relations and group dynamics, leadership styles, motivation;
  • general theoretical principles of adult education;
  • the principles of community development and organisation, processes of social change and transformation;
  • basic principles of filing and setting up administrative systems;
  • personal goal-setting, time and stress management;
  • advocacy skills.

    Learners can analyse and explain the following:
  • implications for working cooperatively with adults of relevant theories of social development, motivation, adult education, community development, and social transformation;
  • theory and research relating to the relationship between home and school in learning and scholastic achievement;
  • the socio-economic situation of children (demographics), the extent and quality of ECD provision, policy and legislation affecting women and children, political/rights perspective,
  • the rationale and options for ECD provision;
  • participation, partnerships and inter-sectoral linkages (need for integrated services for children).
  • historical, international and South African trends and issues affecting ECD provision and curriculum development;
  • the implications for educational practice and learning programme design of different theories of learning and child development and of different educational approaches to ECD (including indigenous theories and OBE);
  • different approaches, issues and trends in the assessment of young children;
  • policy, legal requirements, regulations and procedures for registration and subsidisation for ECD and for the employment of ECD practitioners.

    Learners demonstrate the following attitudes and values:
  • inclusive anti-bias approach in work with children, co-workers, family and community members;
  • respect for traditional childbearing values and practices, religious and cultural practices regarding spiritual development, health, diet, etc
  • responsibility is accepted for making a positive contribution to the management and quality of the ECD service, for advocacy on behalf of young children aged 0-9 years, and for personal growth and development;
  • commitment to a code of professional ethics, and personal accountability (integrity). 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    1. Reflection on and exploring a variety of strategies to learn more effectively.

    2. Participating as responsible citizens in the life of local communities.

    3. Being culturally and aesthetically sensitive across a range of social contexts.

    4. Exploring education and career opportunities in the ECD and related sectors through opportunities for role specialisation.

    5. Developing entrepreneurial opportunities in setting up and managing ECD services in the community. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve varied and unforeseen problems showing that responsible decisions using critical and creative thinking have been made in managing the learning programme. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, an organisation and a community showing initiative and leadership when needed. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information relating to the community context, children`s needs and development. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively (with children and adults) using visual, mathematical and language skills in both oral and written modes. 

    UNIT STANDARD CCFO SCIENCE 
    Use technology effectively and critically in managing the learning programme, showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Supplementary information
  • This unit standard focuses on the competence required at Level 5 of all ECD practitioners working with children between the ages of 0 and 9 years. Practitioners responsible for the management of community-based services can demonstrate relevant applied competence through the Elective unit standard on Managing a Medium-scale ECD Service at Level 5.
  • Specific Outcome 1 assumes that the practitioner is working in a team with another practitioner and/or in a programme with several other practitioners. If the practitioner is working quite alone with a group of children, this should be noted as some of the assessment criteria will not be applicable.


    The unit standard on Managing the Learning Programme is relevant to six roles defined in the Norms and Standards for Educators, especially the first three roles listed below, which are all interpreted through the preschool phase specialist role:

    1. Leader, administrator and manager: the practitioner makes decisions and carries out administrative duties efficiently; takes part in decision-making structures, where appropriate; manages the learning programme in ways which are democratic and supportive towards children and colleagues.

    2. Interpreter and designer of learning programmes and materials: the practitioner knows how to provide a stimulating and developmentally appropriate learning programme based on children`s needs, interests and national school curriculum requirements (where appropriate); selects and makes or adapts materials and resources; sequences and paces the learning to suit the developmental needs of the children.

    3. Assessor: the practitioner understands different approaches, issues and trends in the assessment of young children, uses of a variety of assessment practices that are appropriate to the preschool phase, maintains efficient records, and reports on children`s progress in ways that are fair, valid, reliable and constructive.

    4. Learning mediator: the practitioner mediates learning in a manner that is sensitive to the diverse and developmental needs and interests of the learners; constructs a learning environment to support and enhance learning; communicates effectively showing respect for others.

    5. Scholar, researcher and lifelong learner: the practitioner develops skills for reflection and self-evaluation allowing her/him to understand how best to meet the learning and developmental needs of the children; analyses different approaches in ECD practice based on different theoretical perspectives; develops basic research skills in assessing community needs.

    6. Community, citizenship and pastoral role: the practitioner treats the children, their languages cultures and families with respect; encourages family and community involvement in the programme and acts as an advocate for ECD and maintain standards of early childhood care and education. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  15985   National Certificate: Early Childhood Development: Preschool Phase  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2003-10-11  ETDP SETA 
    Core  15983   National Diploma: Early Childhood Development: Preschool Phase  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2003-10-11   
    Elective  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    2. ABM COLLEGE SA (PTY) LTD 
    3. Accreditation & Training Services 
    4. Amogelang Marketing and Training 
    5. Assessment and Entrepreneurship Centre 
    6. ATS Institute 
    7. Aubrey Nyiko Business Enterprise cc 
    8. B T Group of Companies Pty Ltd 
    9. BOLAND COLLEGE 
    10. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    11. Brainwave Projects 1997 CC 
    12. Caversham Education Institute 
    13. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    14. College of Cape Town - Athlone Campus 
    15. Compass Academy of Learning 
    16. Dee s Training PTY LTD 
    17. Directflo 
    18. Dru A Professional Further Education and Training College DAPFETC PT 
    19. Early Learning Foundation Montessori Teacher Training 
    20. Early Learning Resource Unit (ELRU) 
    21. EDU-Bless College 
    22. Edu-Build Institute 
    23. Edu-Prof Training Centre 
    24. Environment and Language Education Trust 
    25. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    26. FLAVIUS MAREKA FET COLLEGE 
    27. Fourways Private College 
    28. FURNITURE WORLD TRAINING CENTRE 
    29. Gert Sibande Public FET College - Central Office 
    30. Goldfields TVET College 
    31. Grassroots Adult Education and Training Trust 
    32. GWALA TRAINING SERVICES 
    33. HDPSA 
    34. Headspace Consulting (PTY) Ltd 
    35. HLUVUKA TRAINING AND CONSULTING 
    36. INGWE FET COLLEGE 
    37. Institute of Professional Studies and Services 
    38. Isibani Skills Academy 
    39. Isibani Soluntu Development Trust 
    40. Itireleng Bokamoso Trading Development Services and Associates 
    41. J and N Ikwekwezi Yokusa Development Training 
    42. Karabo Info Centre and Trading 
    43. Katiso-kuno Consulting 
    44. Khoali Group of Companies (Pty) Ltd 
    45. Khululeka Community Education Centre 
    46. Klein Karoo Resource Centre 
    47. Leronsa Trading Enterprise 
    48. Li Lichule Trading cc 
    49. Loago Business Consulting 
    50. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    51. Mochochonono Training Solutions cc 
    52. Montessori Teacher Training Centre South Africa 
    53. Motheo Training Institute Trust 
    54. Networx for Career Development 
    55. NKANGALA TVET COLLEGE 
    56. Northern Cape Urban College: Kimberley Campus 
    57. Northlink College 
    58. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    59. Ntevho-Ketso Training and Recruitement Consultancy cc 
    60. OPELONG BUSINESS INSTITUTE (PT 
    61. Orbit FET College - Central Office 
    62. Petra institute of Development (PTY) Ltd 
    63. PNJ TRAINING ACADEMY NPC 
    64. Pro-Ed Training 
    65. Professional Development and Training Institute (Pty) Ltd 
    66. Reflections Development Institute 
    67. Retshetse Training Project 
    68. Rhodes University 
    69. SANTS College 
    70. SERITI INSTITUTE 
    71. Sirius Training 
    72. Sisazi Consulting 
    73. Siyahluma Education Institute 
    74. South Cape Public FET College - George Campus 
    75. Sustainability Institute Trust 
    76. Tembe Service Providers 
    77. Thabelanang t/a Thabelanang Trading Enterprise 
    78. Thasha Training and Consulting 
    79. The College of Modern Montessori 
    80. The Finishing College (Pty) Lt 
    81. The Iscariota Group (Pty) Ltd 
    82. Training and Resources in Early Education (TREE) 
    83. Tshwane South College for (ECD Academy) 
    84. Ubuntu Care and Development 
    85. Unathi Training 
    86. UNIVERSAL COLLEGE OUTCOMES SA 
    87. Vuselela TVET College 
    88. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
    89. Winston Academy 
    90. WonderKids Academy 
    91. World Wide Education Providers(Pty)Ltd 


    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.