Qualification Overview
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Qualification Title | Certificate in Preparation for Early Childhood Teacher Education (Level 4) | |
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Qualification Type | Certificate | |
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Level | 4 | |
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Credits | 120 | |
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Subject Area |
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Strategic Purpose Statement |
The Certificate of Early Childhood Education (Level 4) is clearly defined as a preparation programe for students who seek to undertake further study in early childhood teacher education. On completion, graduates will have a range of knowledge and skills across key elements of early childhood education, allowing them to progress into further study and/or employment in early childhood. In particular the programme aims to provide graduates who: Are developing into independent learners and are able to identify and overcome barriers to their own learning and be able to develop appropriate solutions to those barriers to continue their on going learning. Have developed relevant knowledge, skills and understanding to use technology for communication, documentation, reflection and representation relevant to early childhood education. Have developed foundation skills in literacy and numeracy. Are able to demonstrate the ability to problem-solve, think critically and practice reflectively. Have developed a beginning understanding of the early childhood profession and be able to apply appropriate code of practice and ethical standards when working within the profession. Have developed appropriate strategies to communicate effectively with both adults and young children within a range of cultural contexts and teams. Can demonstrate and articulate knowledge and understanding of safe practices, curriculum and issues within early childhood settings in Aotearoa/ New Zealand. Have a commitment to Te Tiriti O Waitangi and be developing an understanding of its implications for early childhood practice. Have developed adequate skills and processes for preparation for employment into an early childhood environment as a nanny or in home based education and care. Have the potential to develop skills towards meeting the New Zealand Teachers Council requirements and entry standards (including language requirements and the qualities and disposit
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Graduate profile |
On completion, graduates will have the academic entry requirements and a range of knowledge and skills across key elements of early childhood education and additional subject areas which will allow them to progress into further study and/or employment in early childhood education.
In particular the programme aims to graduate those who, within the context of preparation for early childhood teaching: * Have a commitment to applying the principles of Te Tiriti O Waitangi. * Are professional. * Are independent learners. * Can problem-solve, think critically and practice reflectively. * Can communicate effectively with both adults and young children. * Are sensitive to diversity and can work in multicultural environments. * Are able to use technology for communication, documentation, reflection and representation. * Know how to observe and listen to children. * Have subject content knowledge to plan appropriate curriculum. * Use knowledge of child development to plan appropriate curriculum. * Can practice safely. * Are ready for further study and/or employment |
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Education pathways |
Successful completion of the Level 4 programme will provide graduates with the necessary academic entry requirements and confidence to apply for the MIT BEd (ECT).
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Employment pathways | ||
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Entry Requirements |
Be aged at least 17 years by the end of the programme
Applicants to this programme must demonstrate the academic ability to complete University Entrance in one year. This will be one of the following: A minimum of NQF 20 credits from the NZQA approved subjects at level 2 which need to include * 5 Literacy Credits that can be counted towards UE literacy * 5 Numeracy Credits that can be counted towards UE Numeracy Or A minimum of 60 credits at level 3 from a tertiary institute Or Attested evidence that they have the early childhood experience or maturity to undertake study at level 4. AND Have English language competence to undertake this programme which is taught and assessed in English. Any applicants whose first language is not English may be required to provide evidence of an overall IELTS (Academic) band score of 6.5 (with no band less than 6.0) or equivalent. (Students who have resided in NZ for 1 year prior to attending the programme will not be exempted from providing this evidence). AND Undergo an Entrance Test (literacy and numeracy). Applicants who do not meet the required level of literacy will be referred to the School of Foundation Studies. AND Applicants must be able to demonstrate the following attributes: a strong motivation to work with children; the ability to work in a team; the ability to communicate in groups and one on one; and a mature approach to study. This will be assessed in the interview and the referee process. AND Has a NZ Police Consent to Disclosure report satisfactory for work with children AND Display respect for others, for cultural and social values of Aotearoa New Zealand, for the law and for the views of others. This will be assessed by questions asked at the interview. AND Be reliable and trustworthy. This will be assessed through the referee process. AND Is mentally and physically fit to work with children safely and satisfactorily; this will be assessed through the referee processes. |
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Developed By | Te Pukenga - New Zealand Institute of Skills and Technology | |
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Quality Assured By | New Zealand Qualifications Authority | |
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Number | 2410 | |
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Status | Discontinued | |
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Created | April 2014 | |
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Last Date For Entry | February 2018 | |
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Discontinued | February 2020 |
Qualification Title
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Listed under Te Reo Maori title with English equivalent.
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A qualification quality assured and approved through the Te Hono o Te Kahurangi quality assurance approach.
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There are different types of qualifications including certificate, diploma, degree and post-graduate certificates and diplomas. Qualification types relate to NZQF levels.
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The NZQF has ten levels. Level one is least complex and is often entry-level, for example foundation certificates. Levels eight to ten are the most complex, and include post-graduate study.
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The credit value relates to the size of the qualification. One credit equates to ten hours of learning. One year's full-time study at a provider is usually 120 credits, but if you are studying part-time or in the work place the credit value may vary.
+Click anywhere in this window to close it, or press [Esc]Subject Area
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Strategic purpose statement explains the reason why the qualification has been developed. It identifies the target learners and for what roles the qualification prepares them.
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Qualifications are developed by education organisations. These include standard setting bodies, like industry training organisations, and tertiary providers, such as universities, polytechnics and private training establishments.
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All qualifications on the NZQF have been checked by the quality assurance bodies of NZQA, ITP Quality or NZVCC to ensure qualifications have meaningful outcomes.
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