ECD NQF Level 4


The candidate wishing to register for NQF Level 4 should have a Grade 11 certificate.



Communicate in a variety of ways within Early Childhood Development of societal settings.

Use mathematics literacy in real life and education, training and development situations.

Plan and prepare for Early Childhood Development.

Facilitate and monitor the development of babies, toddlers and young children.

Provide care and support for babies, toddlers and young children.

ECD NQF Level 5


A Grade 12 or NQF Level 4 ETDP SETA accredited certificate (140 credits) is required.


Mediate active learning in an integrated and holistic learning programme.

Facilitate learning and development of children with barriers to learning including those coping with abuse and violence, within an inclusive anti-bias approach.

Promote the safety and healthy development of each child.

Work with colleagues, families and community systems to develop each child's progress and reporting on this to parents.

Manage a well-planned and organised learning programme to meet the needs of individual children within the framework of the national school curriculum.

Select and use the appropriate methods and procedures for assessing childrens' progress and reporting on this to parents.

Promote the development of high quality ECD programmes and services.


Edutak trains Early Childhood and Development practitioners. We train groups of up to 30 people in a group and train up to five groups a year, in four provinces. Thus there can be up to 150 trainees with about 3750 children in their care annually. The trainees are overwhelmingly black women and mostly rural. We train the women in the National  Certificate in ECD which is issued by the ETDP SETA and SAQA at Level on the NQF.

Included in the ECD training course are workshops on HIV/AIDS and child abuse, nutrition, Arts and toy making and babies & Toddlers, and to which the local communities are invited. We run workshops to train school management in best practice. In addition to the formal training, we train practitioners to implement emergent literacy and emergent mathematics. We run projects in Community Literacy. In these projects we have workshops in which we train parents in their responsibility as primary educators and in how to assist and support their children. We run projects in post-training support in which we visit the sites of practitioners to evaluate, monitor implementation, and mentor. Lastly, we run ad hoc projects such as distributing furniture and materials, training in the use of toys.