Prospectus - Teachers Learning Centre...ECD Training Provider by the ETDP-SETA and given the Accreditation N umber 10440. 2.6 Admission Policy of TLC TLC is committed to the promotion

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TEACHERS LEARNING CENTRE Early Childhood Development

Accredited ECD Training Provider

(ETDP-SETA Number 10440)

Registration Number 2012/184649/07

QUALIFICATIONS IN

EARLY CHILDHOOD DEVELOPMENT

Prospectus

TLC HEAD OFFICE

4 Handel Road Ormonde 2091

PO BOX 1718 GLENVISTA 2058

(011) 496 1262

Email: [email protected]

www.teacherslearningcentre.co.za

mailto:[email protected]

http://www.teacherslearningcentre.co.za/


TABLE OF CONTENTS

PAGE

1. INTRODUCTION TO EARLY CHILDHOOD DEVELOPMENT 3

2. TEACHERS LEARNING CENTRE (TLC) PROFILE 5

3. FURTHER EDUCATION AND TRAINING CERTIFICATE (NQF LEVEL 4) 7

4. HIGHER CERTIFICATE (NQF LEVEL 5) 10

5. NATIONAL DIPLOMA IN GRADE R TEACHING (LEVEL 6) 13

6. MANAGEMENT AND LEADERSHIP FOR ECD PRINCIPALS 15

7. ECD CAREER OPPORTUNITIES AND ADVANCEMENT 17

8. TEACHERS LEARNING CENTRE STAFF 18


1. INTRODUCTION TO EARLY CHILDHOOD DEVELOPMENT

Choosing your career and programme of study is probably the biggest decision you have faced in

your life so far. Therefore, the purpose of this prospectus is to help you decide whether you are

the right person for the job so that you can make an informed decision about furthering your

studies.

1.1 What Is Early Childhood Development?

Early childhood is the period between one and five years of age, including

both the toddler and preschool years; thus early childhood development

refers to the many skills and milestones that children are expected to

reach by the time they reach the age of nine.

These milestones include learning how to run, how to talk using simple sentences and how to

play with others; and includes the cognitive (knowledge), emotional, social and physical

education of children. As an ECD practitioner, you will be shaping the minds of young children

during their most impressionable years which may have a lasting impact on their lives. For this

reason, there are particular qualities and professional qualifications that you must possess to

ensure the physical, emotional and cognitive safety of pre-school children placed in your care.

1.2 What does an ECD Practitioner do?

As an ECD practitioner, you will provide a wonderful learning environment for the children, teach them

how to interact with others and help them with their daily needs. You will teach them to be

creative and provide them with a safe and caring environment to learn and grow. You must

prepare daily lesson plans to help the children start learning basic education to get them ready

for primary school.

You must also prepare creative activities for the children to complete

each day. It is important that creativity is a big part of the preschool

experience - things such as arts and crafts, music and imagination will

all play a big role in the creative learning process, whereas outdoor

activities and games help children improve their coordination and

motor skills.

Along with teaching the children various skills, you must also monitor their development. It is

important to know which children are doing well and which ones may need a little extra help. You

do this by monitoring progress and reporting the progress of each child. You will also cater to the

basic needs of the children such as feeding the children serving them with refreshments, and

helping them with their bathroom needs. You are responsible for meeting with other education

professionals and parents of the children where you will discuss lesson plans, what you are doing

to improve your classroom techniques and how each of the children is doing with their progress.


1.3 What Qualities should an ECD Teacher possess?

If you want to become an early childhood practitioner, you must have the patience, stamina, and

personality to work with a room full of energetic children each day!

Other qualities include:

a caring and accepting attitude

flexibility

an acceptance of diversity

a respectful behaviour and language

a positive healthy lifestyle

ability to communicate effectively

1.4 What Qualifications should an ECD Practitioner possess?

Although many people (also called ECD practitioners) work in education and care services

without holding a formal qualification, South African legislation and national policies state that

anyone working with babies, toddlers and young children must be suitably qualified. This means

that people working in an ECD setting must have the minimum entry level 4 qualifications in ECD.

This qualification ensures that ECD practitioners comply with Government legislation and at the

same time provides them with the opportunity to increase their employment prospects

(Department of Education, 2006).

If you are thinking at this point in the prospectus,

‘WHAT A LOT OF HARD WORK!’,

YOU ARE RIGHT! –

Nurturing and shaping young children’s lives is a serious responsibility, and the decision to work with children

should not be taken lightly. However at TLC, we also take

your ECD training very seriously; and our responsibility

is to nurture, guide and support you through your ECD

studies so that you may become skilled, knowledgeable

and competent ECD practitioners.


2. TEACHERS LEARNING CENTRE (TLC) PROFILE

2.1 Who we are

Teachers Learning Centre (TLC) started in 2006 and is now a well established professional training

(PTY) Ltd Company (Reg. 2012/18469/07). We specialise in providing high quality Early Childhood

Development qualifications (Level 4 and 5) and development programmes that are accredited

with the EDTA-SETA (Reg. 10440). Our ECD courses are practical, relevant to the South African

context and lead to a recognised professional qualification. All our TLC programmes are

facilitated by highly qualified adult educators and specialists who have many years of experience

in the ECD field. We have several training venues across Gauteng and several provinces.

2.2 Our Vision, Aim and Mission

We recognise the early years as the ideal phase for the passing on of values, such as respect for

human rights, appreciation of diversity and tolerance, as well as the love of learning, that are

essential for building a peaceful, prosperous and democratic society. Our VISION is that every

baby, toddler and young child be assured of the best start in life – their future, and indeed the

future of their communities and our nation depends on it.

Our AIM is prepare interested applicants for a professional career in

early childhood development by providing the basic ECD knowledge

and practical skills required to facilitate active learning and

development of babies, toddlers and young children in an ECD

environment. Our MISSION is to support and promote quality ECD

education to ensure that every young South African receives quality

ECD services that are accessible and affordable to all families.

At TLC, we are committed to:

• Learning and teaching excellence in both rural and urban contexts;

• Offering ECD courses and qualifications which are flexible, relevant, and innovative;

• Conducting research projects through SARAECE, South African Association for Early

Childhood Education; and publishing in nationally and internationally-recognized

publications, and

• Encouraging partnerships that promote educational development and excellence

2.3 TLC’s Accreditation with SA Regulatory Bodies

TLC is an accredited ECD training provider with the South African Qualifications Authority (SAQA).

This means that TLC is certified to deliver training and assessments on qualifications and/or unit

standards registered on the National Qualification Framework (NQF); and to award credits to

learners towards a recognised qualification in ECD. TLC is also registered with the Education,


Training and Development Practices Sector Education and Training Authority (ETDP SETA). The

function of the ETDP SETA is to promote and facilitate the development and improvement of the

skills profile of the education, training and development sector. TLC has been accredited as an

ECD Training Provider by the ETDP-SETA and given the Accreditation Number 10440.

2.6 Admission Policy of TLC

TLC is committed to the promotion of equal opportunities in providing access to its academic

programmes, and specifically to increasing the participation of students from historically

disadvantaged and non-traditional educational backgrounds.

Foreign Students Application Requirements

Anyone who is not a South African citizen, or a permanent resident, requires a visa in order to

enter, as well as a permit to stay (or sojourn) in South Africa. TLC is NOT PERMITTED to register

you until you have produced your valid study permit. You are required to apply for a study permit

at the South African High Commission, Embassy, Consulate or Trade Mission in your country of

residence. International student applicants have to qualify for either a certificate of complete

exemption or a certificate of conditional exemption, as long as they are accepted as equivalent to

the South African entrance requirement.

2.7 Recognition of Prior Learning (RPL)

AT TLC, we acknowledge that learning occurs in all kinds of situations - formally, informally and

non-formally. Therefore, ECD teachers, principals or managers of ECD centres and pre-primary

schools, who have many years of experience in the ECD environment, may apply for Recognition

of Prior Learning (RPL). RPL means comparing the previous learning and experience of a

candidate against the learning outcomes required for a specified qualification. Credits are

awarded for such learning if it meets the requirements of the qualification.

It should be noted that there is no fundamental difference in

the assessment of previously acquired skills and knowledge

and the assessment of skills and knowledge acquired through

a current learning programme. The candidate seeking credits

for previously acquired skills and knowledge must still comply

with all the requirements as stated in the Unit Standards, and

submit documented proof of understanding and experience.

RPL assessment of the candidate is carried out by external qualified RPL assessors on an

individual case-by-case basis. RPL candidates are also required to pass an assessment test based

on content material covered in the ECD Level 4 course.


3. FURTHER EDUCATION AND TRAINING CERTIFICATE: EARLY CHILDHOOD

DEVELOPMENT (NQF LEVEL 4) SAQA ID 58761

This ENTRY level qualification will provide a means for formal recognition of those who are

already practising in the field without qualifications, as well as for those who wish to enter the

field. This qualification will also provide a basis for further professional development in the higher

education and training band for many experienced practitioners in the field who have had limited

or difficult access to further career development opportunities. At this level, the qualification

aims to develop ECD educators with a sound practical qualification to provide quality ECD

services for children in the community.

3.1 Purpose of the FETC: ECD (Level 4)

The FETC: ECD Level 4 qualification comprises basic knowledge and skills about child

development from birth to six year old. This qualification will enable you to facilitate all-round

development of young children in a manner that is sensitive to culture and individual needs

(including special needs). It will also enable you to provide quality early childhood development

services for children in a variety of contexts, including community-based services, ECD centres, at

home and in institutions.

In particular, you will be able to:

• plan and prepare for Early Childhood Development;

• facilitate and monitor the development of babies,

toddlers and young children; and

• provide care and support to babies, toddlers and

young children.

This qualification is suitable for:

those who are already practising in the ECD field, but without formal qualification or

recognition,

those who are completely new to the field and have an interest in ECD,

au pairs, day care mothers and parents who would like to learn more about child

development, teaching and child care,

those who are interested in starting a Day Care Centre, and

students who do not yet meet the criteria to register for the National Certificate in

Teaching Reception Year

3.2 SETA Accreditation

The FET Certificate: Early Childhood Development (NQF Level 4) SAQA ID: 58761 is an accredited

National Qualification with ETDP SETA with 140 credits.


3.3 Entrance Requirements

Since the language of instruction is English, proficiency in English is compulsory.

English Communication; and

Maths Literacy at NQF Level 3, Grade 11 (Std. 9)

A second South African language at NQF Level 2, Grade 10 (Std. 8).

3.4 Programme Duration

You should be able to complete this course within 12-15 months depending on your time

commitments. The course requires a certain amount of classroom time and includes hands-on

practical work, group and individual work. The completed tasks form part of your Portfolio of

Evidence (POE) which will be submitted for formal assessment.

3.5 Programme Outline

Fundamentals: Maths Literacy 16 credits

Communication 20 credits

Second Language 20 credits

56 credits

Core See below for details 64 credits

Electives See below for details 22 credits

142 credits

If you have a Matric certificate, or a Senior Grade 12 certificate with Communication and

Mathematical Literacy at NQF level 3 (or equivalent); and a second language at NQF level 2 (or

equivalent); then you ALREADY have 56 credits towards the FETC:ECD Level 4 qualification. If not,

you will have to attend the bridging course in Maths Literacy, English and/or Afrikaans; however,

you will not ‘fall behind’ because the bridging course is run alongside the Core Component.

3.6 Course Contents

Fundamental Component (56 Compulsory Credits)

MATHS LITERACY TITLE OF UNIT STANDARD NQF

LEVEL CREDITS

7468

Use mathematics to investigate and monitor the financial aspects

of personal, business, national and international issues 4 6

9015

Apply knowledge of statistics and probability to critically

interrogate and effectively communicate findings on life related

problems

4 6

9016

Represent analyse and calculate shape and motion in 2-and 3-

dimensional space in different contexts 4 4

http://allqs.saqa.org.za/showUnitStandard.php?id=7468




ENGLISH COMMUNICATION

119462

Engage in sustained oral/signed communication and evaluate

spoken/signed texts 4 5

119471 Interpret and use information from texts in occupational learning

programmes 4 5

119459 Write/present/sign for a wide range of contexts 4 5

119469 Read/view, analyse and respond to a variety of texts 4 5

SECOND LANGUAGE (COMMUNICATION)

119465 Write/present/sign texts for a range of communicative contexts 3 5

119472

Accommodate audience and context needs in oral/signed

communication 3 5

119457 Interpret and use information from texts 3 5

119467

Use language and communication in occupational learning

programmes 3 5

Core component (64 compulsory credits)

US ID TITLE OF UNIT STANDARD NQF

LEVEL CREDITS

244468

Prepare resources and set up the environment to support the

development of babies, toddlers and young children 3 5

244462

Work with families and communities to support Early Childhood

Development 3 5

244484

Demonstrate knowledge and understanding of the development of

babies, toddlers and young children 4 8

244480

Facilitate the holistic development of babies, toddlers and young

children 4 16

244475 Observe and report on child development 4 6

244472 Prepare Early Childhood Development programmes with support 4 6

244469 Provide care for babies, toddlers and young children 4 10

244485

Design activities to support the development of babies, toddlers

and young children 5 8

Elective component (20 Credits)


LEVEL CREDITS

13643 Supporting children with Special Needs 5 5

244478 Manage the ECD Service 5 5

244481 Evaluate the ECD Service 5 6

242816 Conduct a Structured Meeting 5 5
















3.7 Student Assessment

Assessment of your competency is based on both theoretical and practical evidence presented in a

Portfolio of Evidence (POE). Some practical tasks may be carried out during the contact session,

however certain prescribed tasks have to be conducted in an ECD classroom. Ideally, you should be

working in a registered ECD centre or school to gain practical experience; if not, you will need

access to a registered ECD centre to demonstrate your ability to apply theoretical principles and

practices in a classroom setting.

3.8 Certification

Upon successful completion of your studies and verification of the result by the ETDP SETA, you will

receive a Further Education and Training Certificate: Early Childhood Development NQF 4 SAQA ID

58761, which is awarded by the ETDP SETA. You will also receive a Statement of Results from

Teachers Learning Centre. Your learner details will be uploaded to the ETDP SETA database upon

enrolment. An ETDP SETA verification site visit concludes and confirms your successful achievement

of the unit standards linked to the qualification. This achievement record will then be uploaded

onto the NLRD (National Learner Record Database) via the ETDP database.

4. HIGHER CERTIFICATE: EARLY CHILDHOOD DEVELOPMENT

(NQF LEVEL 5) SAQA ID 23117

The Higher Certificate Level 5 is designed to guide more experienced

practitioners in their professional ECD practice. This qualification will help

practitioners develop the skills necessary to uplift and empower

communities, and build the capacity to sustain communities through Early

Childhood Development.

4.1 Purpose of the FETC: ECD (Level 5)

The aim of this qualification is to further develop the essential ECD skills that practitioners need

implement in order to grow a successful professional ECD practice. The Level 5 course builds on the

practitioners’ existing knowledge of child growth and development, and introduces practitioners to

different theoretical teaching and learning philosophies and practices. Relevant government policies

and regulations that affect ECD on a national and provincial level are also discussed and debated.

Core knowledge and skills include

facilitating learning and development of children with barriers to learning and other special

needs, including those coping with abuse and violence, within an inclusive anti-bias

approach


promoting the safety and healthy development of each child

working with colleagues, families and community systems to develop each child`s potential

as fully as possible.

Managing a well-planned and organised learning programme to meet the needs of

individual children within the framework of the national school curriculum (where

appropriate).

selecting and using appropriate methods and procedures for assessing children`s progress

and reporting on this to parents.

promoting the development of high quality ECD programmes and services.

communicating effectively for the purposes of academic study and professional practice.

planning and implementing appropriate learning activities and materials or management

practices based on knowledge of the principles, processes and content of the chosen

specialisation.

Completing First Aid Level 1 (2 day course)

This qualification provides an opportunity for

Practitioners with an ECD Level 5 certificate or equivalent in ECD to further their

professional development in ECD; and/or to specialise in aspects of ECD such as GRADE R

or specific roles (e.g. managers and trainers);

Practitioners with a Primary Teachers certificate (PTC), Primary Teachers Diploma (PTD), or

an equivalent of 120 credits to obtain an ECD certificate, either in the preschool phase and/

or specialising in reception-year teaching.


Since the language of instruction is English, proficiency in English is compulsory. A further requirement

is the FETC: Level 4 qualification.

4.3 Programme Duration

The course is part time and will take 1 year to complete. A certain amount of time must be spent in

an ECD classroom to gain practical experience working with children. Hours worked in a ECD centre

will be monitored by means of a logbook.

4.4 SETA Accreditation

The Higher Certificate: Early Childhood Development NQF Level 5 (SAQA ID: 23117) is an accredited

National Qualification with ETDP SETA and carries 120 credits made up as follows:.

Fundamentals: 15 credits

Cores: 72 credits

Electives: 33 credits

120 credits

http://www.ecdtraining.co.za/courses/first-aid-level-1


4.5 Course Contents

Fundamental Component (15 Compulsory Credits)


LEVEL CREDITS

8647 Apply workplace communication skills 5 10

13925 Present information in a public setting 5 5

Core component (72 compulsory credits)


LEVEL CREDITS

13853 Mediate active learning in ECD programmes 5 36

13854

Promote healthy development in Early Childhood

programmes 5 12

13855 Develop and manage the ECD learning programme 5 24

Elective component (33 Credits)


LEVEL CREDITS

244260

Facilitate a Life Skills Learning Programme in the

Reception Year 5 15

244257

Facilitate a Literacy Learning Programme in the Reception

Year 5 15

244256

Facilitate a Numeracy Learning Programme in the

Reception Year 5 15

4.6 Student Assessment

At this level, you will be required to write tests and/or examinations to assess your knowledge and

skills. Throughout the course, it is compulsory that you perform the practical tasks within an ECD

centre. Assessment of your competency is based on the evidence you will submit in a Portfolio of

Evidence (POE). Your POE will include theoretical tasks and evidence of the practical tasks done at a

registered ECD centre.

4.7 Certification

Upon successful completion of your studies and verification of the result by the ETDP SETA, you will

receive a Higher Certificate: Early Childhood Development NQF 5 SAQA ID 23117 that is awarded by

the ETDP SETA. You will also receive a Statement of Results from Teachers Learning Centre (TLC).

http://regqs.saqa.org.za/showUnitStandard.php?id=8647









5. NATIONAL DIPLOMA IN GRADE R TEACHING (LEVEL 6) 360 credits

Teachers Learning Centre (TLC) has applied for registration as a College of Higher Education with the

Council for Higher Education and the Department of Higher Education and Training (DHET). Once

accreditation has been approved, TLC will be offering the National Diploma in Grade R teaching

(Level 6) for ECD practitioners who already have a Level 4 or Level 5 certificate in ECD and are

currently working in the ECD field.

5.1 Purpose of the Nat Dip Grade R Qualification

The Nat Dip in Grade R Teaching is a specialist course to provide for the needs of Grade R

practitioners currently in the field and is not intended for first time entrants. The Diploma is the

minimum qualification for Grade R teachers and aims to produce professionally qualified and

competent Grade R teachers by providing them with the requisite content knowledge, theoretical

understanding, and practical skills and experience for quality teaching in the Grade R classroom.

Although the revised policy on the Minimum Requirements for Teacher Education qualification

(Government Gazette, Feb 2015) does not preclude the admission of first time entrants, it must be

made clear that all learners who qualify with a bachelors pass must follow a Bachelor of Education

in the Foundation Phase teaching pathway should they wish to teach in the Foundation Phase which

includes the Grade R (DHET Communiqué, Feb 2015). A maximum of 180 credits gained while

studying for the Diploma may be recognised towards the Bachelor of Education degree on condition

of formal assessment of prior learning, or through Credit Accumulation and Transfer Scheme (CAT).

Thus, the Level 6 qualification will give access to the B.Ed. degree and the ECD educator will become

a fully qualified professional teacher.


Since the language of instruction is English, proficiency in English is compulsory. Applicants must

possess the following:

Further Education and Teaching (FET) Certificate : ECD (Level 4); or

Higher Certificate in ECD (Level 5).

Noting that the policy does not preclude first time entrants, applicants with a Senior Certificate

(Matric) will be strictly screened for suitability and competency. In addition they must be working in

an ECD environment.

5.3 Mode of delivery of the programme

The Nat Dip in Grade R teaching is a 3-year part-time course offered as a contact learning mode

with access to a limited electronic (learning on line) support.


5.4 Course Contents

The curriculum is still to be approved by DHET and the CHE, however the following modules give an

indication of the first year modules:

A playful approach to teaching and learning in Grade R (NQF Level 5) 8 credits

Development Observation in Grade R (NQF Level 5) 8 credits

Grade R Classroom Management (NQF Level 6) 8 credits

Learning and development theories in the Preschool years (NQF Level 6) 8 credits

Inclusive Education, Special needs and dealing with learning barriers (NQF Level 6) 15

credits

Numeracy (NQF Level 5) 15 credits

Life Skills 1 (NQF Level 5) 8 credits

Literacy (NQF Level 5) 15 credits) Introduction to Mathematics (NQF Level 5) 8 credits

Mathematics (NQF Level 6) 16 credits

Information Technology (IT) for Teaching (NQF Level 5) 8 credits

Educational Psychology 1 (NQF Level 6) 16 credits

5.5 Work Integrated Learning (WIL)

Over the three years of study, you will practice teaching for 4 consecutive weeks per annum at a

fully functional registered school. As a student-teacher, you will be involved in the school’s

activities, i.e. parents and staff meetings, extra murals as well as prepare lessons for classes . A

facilitator from TLC will assess you in the final week of the WIL program.


6. MANAGEMENT AND LEADERSHIP FOR ECD PRINCIPALS

6.1 A New Challenge: Managing an ECD centre

Although improving access to quality ECD education is still an

increasing priority in our communities, just as important is supporting

ECD principals and owners of ECD centres who lack the knowledge

and skills to manage their centres effectively.

Without proper training, these centres and schools are run on an informal basis without any

management committees, reliable administration recording; business plans or financial budgets.

Besides the lack of management training, ECD principals also face the daily challenges of under

resourced centres, overcrowding, inadequate facilities and infrastructure, and lack of funding. To

complicate matters, these ECD centres cannot register with the DSD because they do not meet its

high prescribed standards of compliance; and only registered ECD centres can apply for financial

support and assistance.

6.2 TLC’s New Training Initiative

To help ECD principals overcome some of the challenges they face in running an ECD centre, TLC has

developed a ‘Management for ECD Principals’ course. This course provides principals and owners of

ECD centres with effective managerial skills and competence to ensure that their centres and

schools are compliant with government legislation, and are financially viable and sustainable.

6.3 Target Candidates

Candidates for this course are principals, managers, supervisors and owners of ECD centres and pre-

schools; and ECD practitioners who have a NQF Level 4 qualification and at least 1 year experience

in a managerial position. The aim of the management course is to equip ECD principals with the

knowledge and skills required to manage their ECD centres more effectively and efficiently.

6.4 Duration

12 months part time (Sat mornings only).

6.5 Accreditation

TLC is in the process of applying for the Management and Leadership for ECD Principals course to

be accredited as a Higher Certificate (NQF Level 5) with 120 credits.

HE


6.6 Course Outline

The management programme consists of 7 modules with both theoretical (30%) and practical (70%)

components. The theoretical component provides the basic understanding of business concepts and

policies that underpin effective management principles and practice. The practical component is the

main focus of the programme to ensure that theory translates into practice, and that principals can

apply their new skills in their ECD centres. Modules offered are as follows:

Module 1: Legislation and Compliance

Module 2: Health and Safety Requirements

Module 3: Quality Child Care Development

Module 4: Financial Management

Module 5: Human Resource Management and Leadership

Module 6: Information Communication Technology (ICT)

Module 7: Private Enterprise and Entrepreneurship

6.7 Principal Management Toolbox

The toolbox consists of 7 sections relating to each of the training modules outlined above. The

purpose of the toolbox is to provide the principal with the essential documents, forms, policies,

etc. required for an ECD centre’s Quality management System (QMS). The “tools” may consist of

Government legal requirements for establishing and ECD centre, a template for budget planning

or an employment contract which may be modified or adapted to suit the individual

requirements of the ECD centre. The toolbox can also be used as a quick source of reference –

important documents, updates or changes in policy are stored correctly for easy retrieval.

For example: The toolbox provides the principal with essential documents, forms and checklists

such as

government policies;

compliancy requirements to register for an ECD centre;

Health and Safety policies;

Emergency plan

Examples of an agenda, minutes of a meeting, etc;

Job descriptions;

Code of Conduct;

Employment Contracts;

Financial planning and budget;

Record keeping,

Licensing an ECD centre,

Admission requirements, etc

http://www.metropolitandenver.com/images/kid_clipart_girl_smiling_200.gif


7. ECD CAREER OPPORTUNITIES AND ADVANCEMENT

The South African Qualifications Authority (SAQA) has established a career path for ECD

practitioners working in public and private sector programmes for children and their families. The

path consists of

a. Skills programmes at level 1 (equivalent to the ninth year of public schooling). These

programmes do not result, however, in a qualification.

b. Further Education and Training (FET) Level 4 (equivalent to the twelfth year of public

schooling) is the entry level qualification for those who want to enter the field of early

childhood development. The Certificate has optional pathways for those who wish to

specialise in Grade R and those who wish to focus on management of an ECD service. A

further option is the opportunity to specialise in inclusive education in an ECD context.

c. Higher Certificate in Early Childhood Development Level 5 (equivalent to two years of

post-schooling teacher education). Level 5 provides a substantial qualification for

potential learners who have acquired an FETC (Grade 12) or equivalent qualification at

Level 4 (120 credits) and who wish to make ECD their full-time career (entry point);

learners/educators who have a Level 4 qualification in ECD to further their career and

professional development in ECD by providing access to a Level 6 qualification.

ECD practitioners can advance to becoming professional teachers through an accredited with

proper certification as outlined above. However, many ECD practitioners may not want to pursue

an academic route. As a qualified ECD practitioner with a FET Certificate Level 4 or a Higher

Certificate (Level 5), you can work in a variety of locations such as private day care facilities,

private or public ECD centres, sponsored daycare centres and community-based centres.

Some ECD practitioners move out of schools and into other related jobs. Employers outside

education also value many of the skills you gained as an ECD practitioner. Some teachers re-train

for other careers such as social work, youth development or management roles within the public

or private sector, where they continue to use the skills acquired in teaching.

Examples of related careers include

Teaching early childhood education

Further education and training (school level)

Management

Specialise in one aspect of child development e.g. special needs

Local education authority or examination board administration

Museums, art galleries and zoos employ teachers as education officers

Social Worker/Therapist


8. TEACHERS LEARNING CENTRE STAFF

DIRECTORS:

Ms Sandra Burmeister Higher Dipl. In Education (Wits Univ);

Further Dipl in Remedial Education (FDE) (Wits Unv);

Post Grad. Dipl in Human Resource Development (RAU)

Accredited assessor and moderator with ETDP SETA

Dr Jennifer Calvert-Evers PhD, MSc and B.Ed Hons (Wits Univ);

Post Grad Dipl (Univ of Stellenbosch);

Accredited assessor and moderator with ETDP SETA

ASSOCIATE DIRECTOR

Nakedi Lelosa B.Ed LSEN (RAU University)

Further Dip in Education (Remedial) RAU University

Grade R Practitioner (Wits University)

Pre-primary School principal with over 30 years ECD experience

Regional representative of ISASA (2008-2009)

HEAD OFFICE FULL TIME STAFF

Mrs Arlene Cloete Finance Officer and LMS database administrator

Ms Philile Mbongwa Office Administrator and Student Liaison Officer

Mrs Dikeledi Maredi Office administrator

For information on TLC’s social responsibility and community development, and photographs of our

learners ‘at work’, please visit our website www.teacherslearningcentre.co.za



We hope that you found this prospectus helpful and

insightful. ECD is a most rewarding profession, and

if we can be of any assistance in helping you decide

on a career in ECD, please contact us at our Head

Office:

Tel: PHILILE (011) 496 1262

Email: [email protected]

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Documents

Prospectus - Teachers Learning Centre...ECD Training Provider by the ETDP-SETA and given the Accreditation N umber 10440. 2.6 Admission Policy of TLC TLC is committed to the promotion