SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Arts Honours: Social Work: Probation Work

SAQA QUAL ID	QUALIFICATION TITLE
5675	Bachelor of Arts Honours: Social Work: Probation Work
ORIGINATOR
University of Port Elizabeth
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 09 - Health Sciences and Social Services		Preventive Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	122	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2013-06-30

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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

To broaden, develop and provide for specialisation of the learner's knowledge, skill and competence in working with young people in conflict with the law, their families and their victims within a restorative justice perspective.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

1. Entrance requirements / Rules of access

A relevant B-degree, or a three year appropriate Probation diploma where the person has at least two years work/based experience in working with vulnerable and/or at-risk youth.

Candidates will be registered in compliance with the UPE Faculty of health Sciences, Head of the Department, and Council for Social Service Professions requirements.

2. Recognition of Prior Learning

Learners may also be granted access to the various levels of the programme through the recognition of relevant prior learning or experience in an appropriate setting.

Such assessment will be undertaken by a panel within the Department of Social Development Professions and headed by the Head of the Department. The applicant would be required to submit a portfolio which would form the basis of the assessment process for recognition of prior learning

3. Accreditation of Prior Learning

Subject to the abovementioned entrance requirements, a prospective learner may apply in writing to be given credit for one or more modules:

The applicant would need to be well motivated with relevant documentation attached;

The applicant would need to be prepared to be tested (orally and/or in writing and/or in a practice setting)

The applicant has to produce evidence of the ability to demonstrate that through prior learning, they are able to meet stated module outcomes.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

1. Specific Exit-level Outcomes

The graduate will, on completion of this qualification, be equipped with a body of occupation specific knowledge and skills drawn from a variety of disciplines, which will enable him/her to work in multidisciplinary teams of social development professionals, implementing intervention on PRIMARY, SECONDARY and TERTIARY levels of the continuum of care and focusing on youth at risk and youths in conflict with the law:

1.1 Demonstrate the ability to engage in professional collaborative working relationships within a multi-disciplinary team and with appropriate stakeholders.

1.2 Engage in, establish and sustain professional working relationships in a practice context with youth in conflict with the law and their families.

1.3 Demonstrate the ability to investigate, analyse and assess data critically integrating theoretical knowledge in practice.

1.4 Generate, implement and evaluate intervention strategies in respect of a broad spectrum of needs and social concerns experienced by youth and between youth and their families and their environment.

1.5 With the focus on restorative justice, intervene at statutory level and enhance the problem solving and social functioning capacities of youth in conflict with the law.

1.6 Create, develop and manage timeously social programmes, services and resources, that divert young people in conflict with the law away from the Child Justice system and back to their families.

1.7 Account professionally for interventions implemented and planned by means of appropriate recording and reporting skills.

Foundational Competencies

1.8 Identify and understand the concepts, principles, values, theories and skills which undergird the transformation process in probation.

1.9 Confidently analyse and evaluate a range of current literature and theory from probation and from related disciplines.

1.10 Demonstrate understanding of the role of the probation worker as a member of a team of social development professionals and be able to identify boundaries and limitation of professional roles.

1.11 Demonstrate the systematic application of various theoretical approaches to prevent and address social issues and areas of concern within youth and between youth and their families and their environment.

1.12 Demonstrate the capacity to understand policy and legislation relevant to the professional practice context.

Reflexive Competencies

1.13 Demonstrate the capacity for independent study as well as effective interaction in a learning group.

1.14 Demonstrate the qualities of an accountable and reflective practitioner through critical self-evaluation the utilisation of constructive feedback, being self-directed in identifying learning needs and using the latter to engage in a process of continuous professional development.

1.15 Conduct a research project (independently or in a group) and generate a research report, which contributes to the body of knowledge of the profession.

2. Critical Cross-field Outcomes

Integral to all education and training programmes undertaken within the Department of Social Development Professions, Faculty of Health Sciences, will be the development of knowledge and understanding of the inter-connectedness which exists between all systems (Ecological systems perspective); the development and enablement of strength potential, capacity building and empowerment (Developmental perspective); development of knowledge and skill in working with differing sized target systems, knowledge, processes, methods, models and techniques (Generic / Integrated approach); the assumption, identification, acknowledgement and recognition of strength and potential in all human beings (Strengths perspective) and finally, modelling appreciation and respect for others by the adoption of a non-judgemental attitude and the demonstration, recognition and acceptance of similarities and differences (Sensitivity for diversity).

This philosophy is underpinned by the following critical and supportive outcomes:

2.1 Problem solving, critical and creative thinking: this outcome is embedded in all the specific outcomes of the programme through the processes of planning, implementation, evaluation and research.

2.2 Working effectively as a member of a team: this outcome is integral to social work practice and reflected specifically in outcomes 1, 6, 12, 10 and 15.

2.3 Self-organisation and management: this outcome can be linked to the specific outcomes relating to processes of planning, assessment, research, management of a workload or project etc. as reflected in 6, 7, 12 and 15.

2.4 Information Processing: this outcome is an integral component of all specific outcomes since the processes of professional practice are undergirded by the ability to effectively process information.

2.5 Effective communication: because profession processes embedded in relationships and exchanges of information, effective communication is integral to all specific outcomes of the programme.

2.6 Effective and critical use of science and technology: this outcome is embedded in all the specific outcomes through the selection of appropriate resources and techniques of learning intervention and research.

2.7 Demonstrate a systemic understanding of the world: As stated in the preamble to the critical outcomes, a systemic perspective is integral to the teaching and learning programme and thus, a thread which runs through all specific outcomes.

2.8 Reflecting on an exploring learning strategies: this outcome is embedded in specific reflexive outcomes, 9, 11, 14 and 15, which ensures critical reflection and self-evaluation as an essential component of continuous professional development.

2.9 Participation as responsible citizens: social work is a profession concerned with the optimal social functioning of people and the upholding and advocating for the rights of vulnerable groups. This outcome is therefore, embedded in all specific outcomes

2.10 Being aesthetically and culturally sensitive across a range of social contexts: As stated above, this outcome is reflected in all specific outcomes.

2.11 Exploring educational and career opportunities and developing entrepreneurial opportunities: these outcomes are embedded in specific outcomes 1.1.2, 1.1.12, 1.1.16 and 1.1.20.

ASSOCIATED ASSESSMENT CRITERIA

The criteria for assessing learners are based on the learning outcomes as listed above and embedded in the specific exit-level outcomes for the programme.

1. Strategies for Integrated Assessment

The following strategies for formal, informal and continuous assessment will be implemented to ensure that the specific and critical cross-field out-comes of the programme are achieved:

1.1 Written assignments will assess the ability of learners to integrate theory from a number of different sources, demonstrate their understanding thereof and their ability to apply theory to the task at hand, as set out in the assignment instructions. Assignments will also offer opportunities to develop and demonstrate written communication skills and, if so structured their skills in working teams.

1.2 Case studies and problem-solving exercises will be used to offer opportunities to learners to think analytically and critically and apply their knowledge and understanding to a practical situation.

1.3 Class and case presentations will be used to assess verbal communication skills, as well as knowledge and understanding of the outcome-related subject or topic concerned and integration of the practical, foundational and reflective outcomes.

1.4 Assessment and observations in practice setting will assess the level of integration the learner has achieved in respect of all practical and foundational competencies.

1.5 Simulations in structured learning environments will facilitate and assess the learner's integration of practical and foundational outcomes.

1.6 Oral examinations will mainly assess the knowledge and understanding-related (foundational) outcomes but will also offer an opportunity to assess specific outcomes like communication, analytic and critical thinking skills.

1.7 Portfolio: A portfolio containing prescribed evidence will be submitted by learners to demonstrate their ability to integrate practical and foundational competencies and the ability to apply specific outcomes in practice.

1.8 The research report will be used to assess the learners level of knowledge and competence in respect of research, competence in terms of the use of social science technology, information management, his/her written skills and the contribution the learner has made to the knowledge base of the profession.

ARTICULATION OPTIONS

Horizontal level

A learner wishing to exit prior to completion, can take credits will have access to the honours degree in Social Work at UPE.

Vertical level

Qualifying learners will have access to the Masters in Social Work (research) at UPE and a Masters in Probation at other Universities, such as the University of Cape Town. Acceptance would however be subject to admission requirements of programmes concerned.

MODERATION OPTIONS

Course work modules and the programme as a whole will be moderated both internally and externally. Options for moderation include the following:

The South African Council for Social Service Professions.

The staff in the Quality Management Unit of the University of Port Elizabeth.

Involvement of the assessors listed above.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

At least a four-year degree in a relevant qualification and five years practice experience.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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.

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