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 THAT HAS PASSED THE END DATE: 

GETC in Ancillary Health Care 
SAQA QUAL ID QUALIFICATION TITLE
23193  GETC in Ancillary Health Care 
ORIGINATOR
SGB Ancillary Health Care 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was HW SETA until Last Date for Achievement  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
ABET Level 4  120  Level 1  NQF Level 01  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Registered" 		 SAQA 0640/02  2002-02-13  2005-02-13 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-02-13   2009-02-13  

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 qualification is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
49606  General Education and Training Certificate: Ancillary Health Care  Level 1  NQF Level 01  134  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of this unit standard based qualification is to introduce learners to the various aspects of community care and to encourage learners to gain experience of community health care with a view to a possible career in this industry.

Rationale:

To develop appropriate skills and experience for Ancillary Health Workers (AHWs) to facilitate active participation in community health care through the empowerment of individuals and communities, thereby creating and encouraging health awareness as part of General Education and Training.

Many areas of peri-urban and rural South Africa cannot be reached by professional health workers due to the scarcity of this category of worker. The key role of AHWs is to improve the quality of life of community members by providing improved access to and delivery of primary health care at local level within the context of an intersectoral environment. There are many people already working in this field and they need to receive recognition and to have access to developed career pathways. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Knowledge of the community and the ability to communicate effectively within the cultural context of the community. Reading, writing and communication skills equivalent to ABET Level 3 and numeracy skills equivalent to ABET Level 2.

Recognition of prior learning:

Any existing relevant competence/s will be assessed according to the applicable method. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
Select a combination of minimum of 21 credits from all the elective unit standards. 

EXIT LEVEL OUTCOMES 
Specific outcomes:

1.1 Identify basic health needs within the community.
1.2 Describe problems associated with unmet health needs within the community.
1.3 Identify any related projects already in existence.
1.4 Draft a plan of action showing how the community can be involved in health promotion.

2.1 Demonstrate an understanding of Emergency Scene Management.
2.2 Demonstrate an understanding of elementary human anatomy and physiology.
2.3 Assess an emergency situation.
2.4 Apply appropriate First Aid procedures to the life-threatening situation where possible.
Range: Cardio-Pulmonary (CP) arrest; cessation of breathing; severe haemorrhage.
2.5 Recognise and explain emergency situations that require Cardio-Pulmonary Resuscitation (CPR) and Artificial Respiration (AR).
2.6 Perform CPR and AR.
2.7 Recognise and name common injuries.
2.8 Treat common injuries.

3.1 Demonstrate an understanding of elementary human anatomy and physiology.
3.2 Demonstrate a basic understanding of human physical and mental development through all the stages of life.
3.3 Demonstrate an understanding of common health problems and disease patterns in an identified community.
3.4 Demonstrate a basic understanding of Sexually Transmitted Infections (STIs) including HIV/AIDS.
3.5 Demonstrate a basic understanding of the spread and management of TB.

4.1 Explain the concept of "Disasters": the causes and potential effects on the community.
4.2 Identify relevant resources to prevent disasters in potentially dangerous situations.
4.3 Devise a simple disaster management plan.
4.4 Explain the practical application of the plan mentioned in Specific Outcome 5.3.

5.1 Demonstrate an understanding of the health related content in the Human Rights` and Patient Rights` Charters.
5.2 Identify appropriate service providers in the local community who deal with health related human rights issues.
5.3 Demonstrate the ability to assist community members to access the services mentioned in Specific Outcome 6.2.
5.4 Demonstrate an understanding of legislation and local protocols relating to disability, abuse, rape and the aged.
5.5 Explain the appropriate actions that can be taken by community members in the situations mentioned in Specific Outcome 6.4.

6.1 Demonstrate a basic knowledge of disease and disability.
6.2 Assist in the management of the client`s condition and treatment under the supervision of a qualified health worker.
6.3 Assist with mobility and the prevention of complications.
6.4 Identify when to refer the client or family.

Critical Cross-Field Outcomes:

All the critical cross-field outcomes have been captured within these unit standards at the required level of the NQF. Each specific outcome relates to one or more of the critical cross-field outcomes. A cross-referencing has been listed below.

Providers of learning against this unit standard should take particular not of the critical cross-field outcomes and design their achievement into all learning.
  • Identifying and solving problems: Specific Outcome 2.4 and 2.5: Recognise emergency situations and apply the appropriate first aid measures.
  • Working effectively with others: Specific Outcome 1.1 and 1.4: Identify basic health needs within the community and Draft a plan of action showing how the community can be involved in health promotion.
  • Organising and managing oneself: Specific Outcome 1.4: Draft a plan of action showing how the community can be involved in health promotion.
  • Collecting, analysing, organising and critically evaluating information: Specific Outcome 2.3 and 2.4: Assess an emergency situation and Apply appropriate First Aid procedures to the life-threatening situation where possible.
  • Communicating effectively: Specific Outcome 4.2: Assist in the management of the client`s condition and treatment under the supervision of a qualified health worker.
  • Using science and technology effectively: Specific Outcome 2.3 and 2.4: Assess an emergency situation and Apply appropriate First Aid procedures to the life-threatening situation where possible
  • Demonstrating an understanding of the world as a set of related systems: Specific Outcome 6.1, 6.2, 6.4 and 6.5: Demonstrate an understanding of the health related content in the Human Rights` and Patient Rights` Charters; Identify appropriate service providers in the local community who deal with health related human rights issues; Demonstrate an understanding of legislation and local protocols relating to disability, abuse, rape and the aged; Explain the appropriate action that can be taken by community members in the situations mentioned.
  • Contributing to full personal development: Specific Outcome 1.4, 3.3 and 6.1: Draft a plan of action showing how the community can be involved in health promotion; Demonstrate an understanding of common health problems and disease patterns in an identified community; Demonstrate an understanding of the health related content in the Human Rights` and Patient Rights` Charters. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1
  • The concept `health` is clearly defined in terms of its nature and scope.
  • The basic health needs of the community are identified by means of a community profile and recorded.
    1.2
    The specific factors that are likely to impact on this community`s health status are accurately identified and described.
    1.3
    All existing projects are identified and analysed in terms of applicability to health.
    1.4
    In consultation with the community and other relevant stakeholders, an action plan which contains a prioritised needs analysis, is drawn up.

    2.1
  • The explanation of the need for the practice of personal safety is provided.
  • Appropriate measures to safeguard the casualty in an emergency scene are described.
  • The medico-legal implications of First Aid are accurately described; (all the above in terms of the prescribed protocol).
    2.2
  • Anatomical structures of the different systems of the human body are described with accuracy at a basic level.
  • Physiological functions of the systems of the human body are accurately explained at the appropriate level.
    2.3
  • A simulated emergency situation is verbally assessed.
  • The sequence of actions is analytically described.
    2.4
  • The principles of Cardio-pulmonary resuscitation (CPR) are correctly explained.
  • The principles of artificial respiration (AR) are correctly explained.
  • Various anatomical pressure points for arresting haemorrhage are correctly identified.
  • Various pressure application techniques for arresting haemorrhage are correctly described and demonstrated.
    2.5
    An assessment of the patient`s condition is correctly made and the need for CPR and/or AR is identified.
    2.6
  • CPR is correctly applied on a resusci-model.
  • The various methods of AR are correctly demonstrated on a live model or a demonstration doll.
    2.7
  • Various serious injuries are named.
  • The implications if untreated of the named injuries are described within the basic prescribed basic knowledge.
    2.8
  • Appropriate First Aid treatment for prescribed injuries is described and applied on a live model or a demonstration doll.
  • Improvisation skills are demonstrated by the selection of appropriate alternatives where regular first aid equipment is not readily available.
  • Appropriate follow-up treatment is described.

    3.1
  • Anatomical structures of the different systems of the human body are described with accuracy at a basic level.
  • Physiological functions of the systems of the human body are accurately explained at the appropriate level.
    3.2
  • The normal physical developmental stages of humans are described accurately according to the required basic level.
  • The appropriate normal emotional behaviour of humans is correctly applied to the identified developmental stages according to the required basic level.
  • The appropriate normal social behaviour of humans is applied to the identified developmental stages according to the required basic level.
    3.3
  • Common physical diseases and social illness patterns appropriate to a developing community are correctly identified.
  • Sources of referral for appropriate assistance for the client are correctly identified.
  • The importance of observation, recording information and monitoring progress regarding the status of the individual, family and the community is accurately explained according to the required basic level.
    3.4
    STIs are correctly defined in terms of, name, signs and symptoms, modes of spread and treatment.
    3.5
  • The correct modes of spread of TB are named.
  • The types of treatment are accurately identified.
  • The protocol regarding the management of TB is correctly identified.
  • The sources of referral are correctly identified.

    4.1
  • Potential Disasters for the specific area are correctly identified.
  • The seven causal factors of disasters are accurately recounted.
  • The differences between man-made and natural disasters, and their probable impact are accurately described.
    4.2
    Potential health hazards associated with disasters are correctly identified and their probable effect on health accurately described.
    4.3
    The principles and implementation methods of activating, establishing and maintaining disaster management units within the community structures are accurately described.
    4.4
    Appropriate mechanisms and resources that could be utilised in threatening disaster situations are accurately identified and their probable utilisation is correctly recounted.

    5.1
    The health-related sections in the Human Rights` and Patient Rights` Charters are paraphrased accurately within the required level of knowledge.
    5.2
    Appropriate service providers in the local community who deal with health related human rights issues are accurately identified.
    5.3
  • The ability to assist community members to successfully access the services identified in Specific Outcome 2 is actively demonstrated.
  • Understanding of the referral system to appropriate social, legal and other services is demonstrated by accurate reportage.
    5.4
    Appropriate sections of the legislation and local protocols relating to disability, abuse, rape, and the aged are accurately paraphrased within the required level of knowledge.
    5.5
    The appropriate actions that could be taken by community members in terms of the situations mentioned in Specific Outcome 6.4 are correctly described.

    6.1
  • Potentially harmful diseases and conditions in the community are correctly identified and described appropriate to the level of knowledge.
  • An appropriate plan to make the environment safer is drawn up in cooperation with the members of the community.
  • Principles of hygiene and safe handling and disposal of waste according to universal precautions are described at the prescribed level of knowledge.
  • A feasible plan of how these will be taught to the community members for application is described and/or drawn up.
  • Potential health hazards are identified and a plan devised for these to be appropriately nullified in accordance with the prescribed level of knowledge.
    6.2
  • The reasons for prescribed regimes of treatment and care are explained correctly within the required level of knowledge.
  • The appropriate assistance of clients with activities of daily living is described and explained.
    6.3
    Problems relating to immobility and aging or disease are correctly identified and the appropriate solutions described.
    6.4
  • Situations wherein the need for referral are necessary are accurately identified.
  • The sources of referral for various conditions are correctly identified.

    Integrated assessment:

    Assessment will include both summative and formative assessment.

    1. Formative Assessment will be done through:
  • Questioning: written and oral
  • Observations
  • Work plans
  • Simulation/role-play
  • Case studies/assignments
  • Demonstrations
  • Research
  • Other acceptable methods

    Assessment should be done at regular intervals as well as at the end of the periods of study. It must be offered in an integrated way. Therefore, it is envisaged that learners could work on more one standard at a time.

    The learner should produce sufficient evidence of achieving each specific outcome of each unit standard. This evidence should initially be assessed for competence by the educator/facilitator.

    The learner is to provide additional evidence for specific outcomes in cases where competence could not be demonstrated, such as the completion of case studies or workbooks. This evidence to be incorporated into the portfolio must serve as evidence of achievement of specific outcomes.

    Once the facilitator believes that the candidate/leaner has demonstrated competence in a particular unit standard, a registered assessor should submit the portfolio for external moderation to the registered assessor.

    2. Summative Assessment will take the form of an examination paper, or oral examination, which will be set by the HWSETA.

    The examination paper or oral assessment will be done at the end of the programme to test for competence and facilitate integration. The time and work allocation of the paper, or oral assessment, will comply with the requirements of the national Department of Education. 
    		•

    INTERNATIONAL COMPARABILITY 
    None at present, although it is envisaged that these unit standards would be applicable in any developing country, especially in the SADC region. 

    ARTICULATION OPTIONS 
    These unit standards form the most basic level of the health career pathway and should enable the learner to decide in which area s/he would choose to continue. The range varies from home and hospital care to emergency care and beyond. 

    MODERATION OPTIONS 
    Internal moderation of portfolios and workbook should be done at regular intervals by the educator/facilitator.

    External moderation should be carried out by a team comprising General Education Officials, Professional Officers of the ETQA and the Authors of the relevant First Aid and Disaster protocols. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The minimum basic requirements for assessors are that they be:
    appopriately qualified professional persons with experience in the field of Primary Health Care and experience of community involvement;
    accredited as assessors by the relevant ETQA. 

    NOTES 
    This qualification has been replaced by qualification 49606, which is "General Education and Training Certificate: Ancillary Health Care", Level 1, 134 Credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  9824  Assess the inter-relationships between the individual, family and community in terms of Primary Health Care (PHC)  Level 1  NQF Level 01  10 
    Core  9826  Assist community members to access services in accordance with their health related human rights  Level 1  NQF Level 01  5 
    Core  7515  Debate ethical issues arising from advances in the natural sciences  Level 1  NQF Level 01  3 
    Core  14443  Demonstrate a critical understanding of the role and impact of technology in society  Level 1  NQF Level 01  3 
    Core  14110  Demonstrate an understanding of fundamental concepts and principles in the natural sciences  Level 1  NQF Level 01  5 
    Core  7503  Demonstrate effective self-management skills  Level 1  NQF Level 01  2 
    Core  7504  Demonstrate skills that relate to a safe and secure environment  Level 1  NQF Level 01  2 
    Core  7495  Demonstrate that a person is a physical, mental, spiritual and social being  Level 1  NQF Level 01  2 
    Core  7498  Describe health care practices and the consequences of chemical dependency  Level 1  NQF Level 01  2 
    Core  7502  Discuss and explain social diversity, human rights and alternative perspectives  Level 1  NQF Level 01  2 
    Core  7501  Discuss one-to-one; family and community dynamics and value systems  Level 1  NQF Level 01  2 
    Core  9822  Engage in basic health promotion  Level 1  NQF Level 01  10 
    Core  7497  Explain human physical development and sexuality  Level 1  NQF Level 01  2 
    Core  9825  Explain preventive measures to reduce the potential impact of disasters  Level 1  NQF Level 01  5 
    Core  9823  Perform basic life support and/or first aid procedures in emergencies  Level 1  NQF Level 01  5 
    Fundamental  7449  Critically analyse how mathematics is used in social, political and economic relations  Level 1  NQF Level 01  2 
    Fundamental  7463  Describe and represent objects and the environment in terms of shape, space, time and motion  Level 1  NQF Level 01  2 
    Fundamental  7452  Describe, represent and interpret mathematical models in different contexts  Level 1  NQF Level 01  6 
    Fundamental  12462  Engage in a range of speaking and listening interactions for a variety of purposes  Level 1  NQF Level 01  6 
    Fundamental  12471  Explore and use a variety of strategies to learn (revised)  Level 1  NQF Level 01  5 
    Fundamental  12469  Read and respond to a range of text types  Level 1  NQF Level 01  6 
    Fundamental  7447  Working with numbers in various contexts  Level 1  NQF Level 01  6 
    Fundamental  12470  Write for a variety of different purposes  Level 1  NQF Level 01  6 
    Elective  13357  Demonstrate an understanding of agricultural production management practices in relation to the socio-economic environment  Level 1  NQF Level 01  3 
    Elective  13354  Demonstrate an understanding of agriculture as a challenging and applied system  Level 1  NQF Level 01  2 
    Elective  10006  Demonstrate an understanding of entrepreneurship and develop entrepreneurial qualities  Level 1  NQF Level 01  2 
    Elective  10009  Demonstrate the ability to start and run a business and adapt to a changing business environment  Level 1  NQF Level 01  3 
    Elective  10229  Discuss development, utilisation and management of human and natural resources  Level 1  NQF Level 01  4 
    Elective  7487  Discuss the interrelationships between social justice, equity and democracy  Level 1  NQF Level 01  4 
    Elective  7486  Explain diversity, change and development in societies  Level 1  NQF Level 01  4 
    Elective  10007  Identify, analyse and select business opportunities  Level 1  NQF Level 01  3 
    Elective  7489  Show, explain, discuss and analyse the relationship between society and natural environment  Level 1  NQF Level 01  4 
    Elective  7492  Use a range of skills and techniques appropriate to Human and Social Science  Level 1  NQF Level 01  5 
    Elective  10008  Write and present a simple business plan  Level 1  NQF Level 01  7 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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.
     
    NONE 


    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.