|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:|
|National Certificate: Community Health Work|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49128||National Certificate: Community Health Work|
|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|
|National Certificate||Field 09 - Health Sciences and Social Services||Promotive Health and Developmental Services|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Level 3||NQF Level 03||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Reregistered"
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
|64769||National Certificate: Community Health Work||Level 3||NQF Level 03||140|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
|A learner who has achieved this qualification will integrate a range of awareness and competencies to practice the roles of health promoter, health provider and health networker within a community development context.
Learners who complete this qualification will have a better self and social awareness and will possess a range of thinking and problem solving skills. In addition, they will possess the competence required to perform community health functions in a complex developing world context. They will have the skills required for employment by a range of health, social and other sector employers, will be in possession of a recognised qualification and may be eligible for certain credit recognition in various higher education qualifications.
Qualified learners in this field will provide a service that will assist communities to better manage their own health and wellness. They will have the skills to work as a team member and as a provider of support services within a multidisciplinary health care team.
Recipients of this qualification are able to:
In addition, recipients may elect to specialise in the following field:
Practitioners will generally carry out their role within the context of:
Rationale for the qualification:
The South African Government is committed to combining the national human resource development strategy with the rapid upgrading of service delivery to all of the nation's communities.
Integral to this strategy are initiatives to strengthen communities' abilities to empower themselves to participate in the political, economic, social and development spheres of South African life. Two key components in this empowerment are communities' abilities to integrate with and access state services, and their abilities to further the health and wellness of community members.
There is no doubt from the international experience of Community Health Workers (CHW) that they play a vital role in improving basic health status of communities. In South Africa, the important supportive role of CHWs in the provision of health care services has been extensively documented. This contribution is further exemplified in those parts of the country where there is a shortage of professional health workers to provide the necessary health care services based on identified needs.
The Department of Health is leading the implementation of a multi-professional team-based approach to health care delivery, where each member of the team has a defined role to ensure that there is no duplication and overlapping of functions. This process will also ensure that no single member of the team dominates but that different members of the team will lead at different times depending on the services to be rendered.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|This qualification forms part of a progressive route in ancillary health care and learners starting to learn towards this qualification are assumed to be able to provide home based care, and will require the following competencies:
Recognition of prior learning:
This qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual unit standards.
Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.
All such evidence will be judged in accordance with the general principles of assessment described above and the requirements for integrated assessment.
|RECOGNISE PREVIOUS LEARNING?|
Candidates are required to achieve all 20 credits for Communications from the available credits.
Candidates are required to demonstrate achievement of the 16 credits for Mathematics unit standards within the context of healthcare provision.
Note: Mathematical Literacy is defined as the ability to apply basic mathematics within a variety of real life contexts.
Candidates are required to achieve all 10 credits for Communications from the available credits.
Candidates must achieve all 52 CORE credits listed in Exit Level Outcomes
Candidates must achieve at least 22 credits of their choice from any of the available elective credits in Exit Level Outcomes. In order to achieve an Exit Level Outcome, candidates must achieve all of the credits for that ELO.
|EXIT LEVEL OUTCOMES|
|Outcome criteria for integrative assessment of generic competence includes:
1. Communicate in a variety of ways
2. Use mathematics in real life situations
3. Use a personal computer in the workplace
4. Apply life skills to real situations
5. Provide support to parents, children and the elderly
6. Provide support to community members
7. Provide support to disabled people
Critical cross-field outcomes:
This qualification addresses the following critical cross-field outcomes, as detailed in the unit standards:
a) Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made.Relates to the following exit level outcomes:
[ELO 2; ELO 4; ELO 5; ELO 6; ELO7]
b) Working effectively with others as a member of a team, group, organisation or community.Relates to the following exit level outcomes:
[ELO 5; ELO 6; ELO 7]
c) Organising and managing oneself and one's activities responsibly and effectively.Relates to the following exit level outcomes:
[ELO 4; ELO 5; ELO 6; ELO 7]
d) Collecting, analysing, organising and critically evaluating information.Relates to the following exit level outcomes:
[ELO 3; ELO 4]
e) Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion.Relates to the following exit level outcomes:
[ELO 1; ELO 5; ELO 6; ELO 7]
f) Using science and technology effectively and critically, showing responsibility towards the environment and health of others.Relates to the following exit level outcomes:
[ELO 3; ELO 7]
g) Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. Relates to the following exit level outcomes:
[ELO 4; ELO 5; ELO 6; ELO 7]
Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of society at large, by making individuals aware of the importance of:
1) Reflecting on and exploring a variety of strategies to learn more effectively.
2) Participating as responsible citizens in the life of local, national and global communities.
3) Being culturally and aesthetically sensitive across a range of social contexts.
4) Exploring education and career opportunities; and developing entrepreneurial opportunities.
|ASSOCIATED ASSESSMENT CRITERIA|
|For award of the whole qualification, candidates must achieve the required number of credits as specified in the rules of combination indicated above, as well as the criteria specified for integrated assessment.
Should candidates exit the qualification without completing the whole qualification, recognition may be given for each Exit Level Outcome achieved. For award of a particular Exit Level Outcome, candidates must achieve:
Assessment criteria for integrative assessment of generic competence includes:
Assessment should be in accordance with the following general and specific principles:
1. Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations;
2. Judge evidence on the basis of its validity, currency, authenticity and sufficiency; and
3. Ensure assessment processes are systematic, open and consistent.
Assessment is not a single event but rather a structured process of gathering evidence and making judgements of the learners' performance in relation to the qualification. A range of formative and summative methods can be used in assessing learners, this may include:
Assessment should be carried out at regular intervals as well as at the end of the periods of study and should be offered in an integrated way. It is envisaged that learners will work at more than one unit standard at a time.
Assessment will take place according to the detailed specifications indicated in the unit standards associated with each exit level outcome (see "associated unit standards" above).
Over and above the achievement of the specified unit standards, evidence of integration will be required as per the following broad criteria, all within the context of workplace activities.
Assessors should note that the evidence of integration (as below) could well be presented by candidates when being assessed against the unit standards - thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration. Well designed assessments should make it possible to gain evidence against each unit standard while at the same time gain evidence of integration.
Candidates must demonstrate the ability to engage in the operations selected in an integrative way, dealing with divergent and "random" demands related to these work operations, effectively. Evidence is required that the candidate is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification. Integration of skills will be demonstrated through the achievement of the core operational standards.
|This qualification is unique to South Africa and is appropriate for the unique requirements in this country as well as neighboring (SADC) and other third-world countries.|
|This qualification has been designed and structured so that qualifying learners can move from one context to another. It builds on the National Certificate in Fundamental Ancillary Health Care (Level 2) and acts as a springboard from which learners may progress to other qualifications at level 4 or 5 in related health, development and social care fields.|
|1. Providers offering learning towards achievement of any of the unit standards that make up this qualification must be accredited through the relevant ETQA.
2. Internal moderation of assessment must take place at the point of assessment with external moderation or verification being provided by the relevant ETQA.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Assessors registered with relevant ETQA must carry out the assessment of candidates for any of the unit standards that make up this qualification. The following criteria are specified for assessors of this qualification:
|This qualification has been replaced by qualification 64769, which is "National Certificate: Ancillary Health Care", Level 3, 140 credits.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||114950||Apply ways of leading in different situations||Level 2||NQF Level 02||3|
|Core||12352||Demonstrate knowledge of the roles and responsibilities of a community committee||Level 2||NQF Level 02||4|
|Core||114952||Apply problem-solving techniques to make a decision or solve a problem in a real life context||Level 3||NQF Level 03||2|
|Core||114942||Describe how to manage reactions arising from a traumatic event||Level 3||NQF Level 03||2|
|Core||117503||Identify children with disabilities in the community||Level 3||NQF Level 03||8|
|Core||117493||Provide information about HIV and AIDS and treatment options in community care and support situations||Level 3||NQF Level 03||6|
|Core||117498||Demonstrate knowledge of the provision and implementation of primary health care within the community||Level 4||NQF Level 04||10|
|Core||117504||Identify and support the abused child||Level 4||NQF Level 04||6|
|Core||117506||Implement Health Promotion in the community||Level 4||NQF Level 04||8|
|Core||14920||Participate in groups and/or teams to recommend solutions to problems||Level 4||NQF Level 04||3|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||9010||Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations||Level 3||NQF Level 03||2|
|Fundamental||9013||Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 3||NQF Level 03||4|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||9012||Investigate life and work related problems using data and probabilities||Level 3||NQF Level 03||5|
|Fundamental||7567||Produce and use spreadsheets for business||Level 3||NQF Level 03||5|
|Fundamental||7570||Produce word processing documents for business||Level 3||NQF Level 03||5|
|Fundamental||8973||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||7456||Use mathematics to investigate and monitor the financial aspects of personal, business and national issues||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Elective||114937||Explain and apply ways of contributing towards community development||Level 3||NQF Level 03||5|
|Elective||117016||Institute preventive measures to reduce the potential impact of disasters||Level 3||NQF Level 03||14|
|Elective||117507||Develop and implement a client ARV treatment plan||Level 4||NQF Level 04||6|
|Elective||117505||Educate and support parents in childcare||Level 4||NQF Level 04||12|
|Elective||117502||Facilitate the optimal functioning of the client with intellectual disability||Level 4||NQF Level 04||18|
|Elective||117501||Promote optimal care and support of a person with a physical disability||Level 4||NQF Level 04||21|
|Elective||117496||Provide care and support to an elderly person||Level 4||NQF Level 04||10|
|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.
|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.