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:

Bachelor of Arts: Social Work

SAQA QUAL ID	QUALIFICATION TITLE
5697	Bachelor of Arts: Social 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
National First Degree	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	480	Level 7	Level TBA: Pre-2009 was L7	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		2015-06-30

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

The purpose of the social work programme is to train social workers who are able to be employed as change agents with different sized systems (individuals, families, groups, communities and organizations) by addressing social issues and concerns within and between people and their environment

The graduate will be equipped with a body of knowledge, skills, attitudes and competencies appropriate to professional practice and be able to pursue further intellectual development.

The profession of social work is sanctioned by organs of civil society to protect and advocate on behalf of vulnerable groups or populations (e.g. children, families, women, the disabled, etc.) and to intervene to create favourable societal conditions which enable people to build their capacity for optimal social functioning and quality of life.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

1. Prospective learners

Prospective learners shall be admitted to the studies for the degree of Baccalaureus Artium in Social Wok if they:

1.1 Comply with the admission requirements for degree studies at UPE;
1.2 Comply upon admission with the selection requirements as set by the Faculty of Health Sciences; and
1.3 Selection requirements set by the Department of Social Development Professions; and
1.4 Comply with requirements as set by the Council for Social Service Professions.

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.

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 effectively on primary, secondary and tertiary levels of intervention within the continuum of care

In addition to the outcomes stated for the intermediate level, the learner will be able to:

Practical Competencies

1.1 Demonstrate the ability to critically integrate theoretical knowledge and approaches to intervene at primary, secondary and tertiary levels of the continuum of care.
1.2 Confidently manage service programmes and social welfare agencies

Foundational Competencies

1.3 Demonstrate the ability to critically analyse and apply implement policy and legislation in the practice context and contribute to the development and influencing of policy

Reflexive Competencies

1.4 Conduct a research project (independently or in a group) and generate a research report that contribute 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 and embedded in the critical outcomes prescribed by SAQA and can be linked as follows: -

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.
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.
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 a exploring learning strategies: this outcome is embedded in specific reflexive outcomes, 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.

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 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

The learner may articulate into a relevant B degree

Within the Faculty of Health Sciences, articulation possibilities exist to the BPsych programme.

The programme has the possibility for articulation with social work programmes offered by other universities (e.g. UCT, Stellenbosch, Natal, UNISA)

Vertical level

Learners successfully completing the relevant modules in the programme would have the option of articulation with the Department of Social Development Profession's professional programme in Probation as well as access to postgraduate/higher education programmes.

The qualification may articulate into the MA in Health and Welfare Management degree.

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 Africa Council for Social Service Professions - and the Board for Social Work of this Council (The latter is still being established.

The joint University Committee for Social Work (JUC)

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

Involvement of the assessors listed.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

1. Internal assessors

1.1 Assessors should have a Masters qualification or a relevant Social Work Degree and 5 Years relevant experience.
1.2 Should be registered with the Council for Social Service Professions.

2. External assessors

2.1 External assessors shall be qualified social workers with specific expertise in a subject area and have at least five years relevant experience in the particular field.

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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