SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Social Work

SAQA QUAL ID	QUALIFICATION TITLE
73056	Bachelor of Social Work
ORIGINATOR
North West University
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(Min 480)	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	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2034-06-30

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

Purpose:
The purpose of the Bachelor of Social Work is to equip learners with skills to challenge structural sources of poverty, inequality, oppression, discrimination and exclusion. The qualification will provide learners with knowledge and understanding of human behaviour and social systems, and the skills to intervene where people interact with their environments to promote social well-being. Furthermore, the ability and competence to assist and empower individuals, families, groups, organisations and communities to enhance their social functioning and their problem-solving capacities. The qualification will enable learners to promote, restore, maintain, and enhance the functioning of individuals, families, groups, and communities by helping them accomplish tasks, prevent and alleviate distress, and use resources effectively. The qualification will provide an understanding of, and the ability to demonstrate, social work values and the principles of human rights and social justice while interacting with and assisting a range of human diversity. The skills to work effectively within social work, multi- and inter-disciplinary, and multi-sectoral teams.

As a professional qualification, this qualification is designed to meet the complex and evolving needs of South African society and the labour market, which require social workers to be comprehensively trained in generalist practice and competent across a variety of service contexts. To ensure that graduates are adequately prepared for professional registration and practice, the qualification is structured to culminate only at the pre-2009 NQF Level 7 (aligned with the current NQF Level 8), with no intermediate exit levels that confer eligibility for professional social work practice. While institutions may offer qualifications at NQF Levels 5 or 6 for broader human and social services, these qualifications may not include the term "Social Work" in their titles, as this is reserved for programmes that meet the full professional training requirements stipulated by the South African Council for Social Service Professions (SACSSP).

The ethical parameters of social work education, training and practice require that learners must be registered with the SACSSP (South African Council for Social Service Professions) as learner social workers. Successful completion of the qualification enables the learner to register with the SACSSP and practise as a social worker. The Bachelor of Social Work links to vocational, professional and general pathways. The vocational pathway leads to occupations in the workplace and sectors, while the professional pathway leads to registration with statutory bodies. The general pathway leads to further education at the master's level.

Rationale:
The need for the redesigned qualification was identified by the academic staff of the Social Work qualifications at the institution, in consultation with stakeholders from the professional field, including the South African Council for Social Service Professions (SACSSP), practice supervisors, learners, and partner placement organisations such as the Department of Social Development. These stakeholders highlighted critical gaps in the existing qualification, particularly regarding the alignment with current CHE standards and the development of essential competencies such as ethics, diversity, policy understanding, and applied professional skills.

The qualification directly addresses the national priority of producing competent, ethically grounded social workers capable of responding to complex social challenges, thus contributing to the alleviation of poverty, inequality, and social injustice. This qualification will benefit the sector by delivering graduates who are not only academically sound but professionally prepared for practice through enhanced Work-Integrated Learning and a vertically integrated competency framework. For society and the economy, it supports South Africa's broader human development goals by equipping social workers to address mental health, community development, and child protection needs key areas in strengthening social cohesion, improving well-being, and reducing the socio-economic burden on state services.

The typical learners for this qualification are school-leavers with a strong interest in social justice, human rights, and community development, as well as mature learners or professionals seeking to formalise or advance their practice in the social services sector. These learners are likely to be drawn to the qualification due to a desire to make a meaningful impact in society, work with vulnerable populations, and engage in transformative social change. Upon completion, qualifying learners are well-prepared to enter professions such as registered social workers in government departments (e.g., Social Development, Health, Education), NGOs, community-based organisations, or private practice. The qualification also opens pathways to specialised practice areas such as child protection, mental health, probation services, or school social work.

Graduates may pursue further postgraduate study in social work, social policy, or related disciplines, allowing for academic, supervisory, or research careers, thereby ensuring continued professional development and contribution to the social services workforce.
In accordance with Section 28 of the NQF Act, the qualification development process has actively involved cooperation with the South African Council for Social Service Professions (SACSSP), the statutory professional body responsible for regulating social work in South Africa. The SACSSP was consulted throughout the redesign process to ensure that the qualification aligns with the professional standards and requirements for registration as a social worker.

The qualification meets all the academic and practical training criteria necessary for professional registration with the SACSSP upon graduation, thus enabling qualifying learners to obtain the legally protected designation of "Social Worker" as per the Social Service Professions Act. This collaboration ensures quality assurance and compliance with national legislation, while also affirming the qualification's relevance to the professional field. Formal endorsement from the SACSSP has been sought and forms part of the documentation submitted for accreditation. As professional registration is a legal requirement for practice in this field, the qualification has a direct impact on access to the profession, membership in the regulatory body, and the ability of graduates to be employed in designated roles within the public and private sectors.

This qualification leads directly to the occupation of a professional social worker, a regulated profession requiring registration with the South African Council for Social Service Professions (SACSSP). The qualification serves as the foundational entry-level requirement for this profession, enabling graduates to legally practise as social workers in South Africa. As part of a broader learning and career pathway, this qualification allows for vertical progression into postgraduate studies such as a Master's and a Doctoral degree in Social Work or related fields, facilitating career advancement into specialised roles like clinical social work, policy development, supervision, academia, or management within social service organisations. The qualification is also linked to a structured work-integrated learning component, ensuring that learners acquire both theoretical knowledge and practical competencies essential for professional designation. It creates opportunities for both vertical academic progression and work-based career mobility, allowing social workers to move into leadership roles, become specialist practitioners, or pursue interdisciplinary qualifications and roles in fields such as community development, mental health, education, and justice.

This qualification aligns with the core purpose of social work as defined by international standards. Social work promotes social change, supports individuals and communities in solving problems in human relationships, and empowers people to improve their well-being. It draws on theories of human behaviour and social systems to intervene where people interact with their environments, guided by the principles of human rights and social justice (IFSW & IASSW, 2000). In South Africa, where social development is the guiding paradigm for welfare, social work contributes significantly to people-centred social and economic development through services provided across government, NGOs, business, and private practice.

The qualification responds directly to South Africa's pressing social challenges, including deep inequality, poverty, and social fragmentation. With the country having the highest Gini coefficient globally and growing disparities even within historically disadvantaged communities, social work plays a vital role in addressing the consequences of socio-economic exclusion. These include high unemployment, violence, substance abuse, and public health crises such as HIV/AIDS. Social workers act as advocates for vulnerable populations, helping people recognise and address the impacts of systemic injustice. This qualification is designed to produce critically reflective practitioners grounded in the profession's core values of social justice, dignity, and respect for all, ensuring they are equipped to lead positive social change.
The social work qualification is also designed to enable learners to pursue further personal and professional development and to promote lifelong learning. Professional registration, membership or licensing as required by recognised professional bodies, and proof of collaboration with the relevant stakeholders are linked to three learning pathways: general, vocational, and professional. The general pathway links to further education, the vocational pathway leads to occupations in the workplace and sectors, and the professional pathway leads to registration with statutory bodies.

The Bachelor of Social Work links to vocational and professional pathways. The vocational pathway leads to occupations in the workplace and sectors, while the professional pathway leads to registration with statutory bodies.

Typical vocational pathways of the qualifying learner who will operate as a social worker are diverse. Social workers are found in national and provincial government departments, local government bodies, and non-governmental organisations focused on social welfare and various healthcare settings, including hospitals and clinics. Social work is also integral to the educational sector, serving in schools and other educational institutions. They can be found across both the public and private sectors and in nonprofit organisations, where they engage with individuals, families, communities, and government representatives. Furthermore, many companies include social worker services as part of their employee wellness programs to support worker health and well-being.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In accordance with the 2019 amended National Policy and Criteria for the Implementation of Recognition of Prior Learning:
RPL refers to the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and rigorously assessed and moderated for the purposes of alternative access and admission, recognition and certification, or further learning and development.

RPL must be conducted in a valid, reliable, transparent and equitable way.
RPL decisions must be cognisant of statutory requirements and standard selection criteria in the case of professional qualifications.
RPL may be used to grant access to a qualification, or for purposes of advanced standing or exempting a candidate from a module(s) of a particular academic programme on the grounds of the outcomes of the module(s) having been attained as evident from the RPL portfolio submitted by the candidate and evaluated by the panel of academic experts in the Faculty concerned.

RPL will be applied according to the institution's General Academic Rules (2019:3-4), Rules 1.6 and 1.7 and Rules for Teaching, Learning and Assessment (2019), as follows:

Admission and advanced standing on the grounds of recognition of prior learning

An executive dean may, by means of the recognition of prior learning (RPL) in accordance with the university's Rules for Teaching, Learning and Assessment (2019), grant a learner who does not meet the minimum admission requirements admission to a programme of a qualification, or grant advanced standing to a learner by exempting the learner from the recognised modules required for the completion of a particular programme. The faculty must ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented; and that administrative and support systems, both prior and subsequent to RPL assessment, are in place.
Only proven informal or non-formal learning may be taken into consideration by means of RPL; the process of equivalence-setting between such learning and formal modules must be documented, and its outcome must be recorded on the official learner record. Where a learner was granted an exemption for one or more modules as a consequence of RPL, the remaining HEMIS credits required for the qualification must be obtained by completing the relevant programme.

The maximum portion of a qualification from which a learner may be exempted by means of RPL is fifty per cent of the credits of the full qualification. Not more than 10% of a cohort of learners in an academic programme can be admitted through an RPL process.

Credit recognition and transfer:
Credit recognition and transfer entails a documented process by means of which a learner receives credit for specified prescribed modules or coursework components of a formal programme offered by the university, allowing the adjustment of the minimum study period for the completion of a programme offered by the university within the framework of General academic Rules 2 to 5.

Credit recognition and transfer may only be granted for credits obtained during studies towards a formal qualification, including credits obtained for modules taken for non-degree purposes.
For the purposes of credit recognition and transfer, distinctions are maintained between programmes leading to a qualification that has been completed and those that have not been completed and between credits received in programmes offered by the university and credits received from other recognised higher education institutions.

Credit recognition and transfer apply to:

A learner of the university who is registered for, but has not completed a programme, and who wishes to change to a different programme linked to the same qualification;

A learner of the university who is registered for, but has not completed a programme, and who wishes to change to a different programme linked to a different qualification;

A learner registered at another recognised higher education institution who has not completed the programme at that institution, and who wishes to register for the same or a different programme at the university.

A learner who has completed a qualification at the university or at another recognised higher education institution who wishes to enrol for a programme leading to another qualification at the university, and qualifications that consist entirely or partially of coursework modules or components, but not qualifications that consist purely of a research component.

Credit recognition and transfer can only be granted to a learner who meets the minimum admission requirements of the qualification and programme for which the learner wishes to register. The procedure and form of written application, and the conditions for credit recognition and transfer in formal academic programmes and qualifications offered by a faculty must be provided for in the faculty rules.
The executive dean of a faculty has the final discretion regarding the granting of credit recognition and transfer and is responsible for overseeing the procedure provided for in rule 1.7.3 and for ensuring appropriate record-keeping thereof.

Entry Requirements:

National Senior Certificate (NSC), NQF Level 4, granting access to higher education studies.
Or

National Certificate (Vocational), NQF Level 4, granting access to higher certificate studies.
Or

Senior Certificate (SC), NQF Level 4 without endorsement.
Or

Higher Certificate in a cognate field of study at NQF Level 5.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory and elective modules at National Qualifications Framework (NQF) Levels 5, 6, 7, and 8, totalling 596 Credits.

Compulsory Modules, NQF 5, 108 Credits

Introduction to social work as a profession, 12 Credits

The scientific foundation of social-work practice, 12 Credits

Life skills: theory and practice, 12 Credits

Introduction to psychology, 12 Credits

Introduction to sociology: concepts, themes and methods, 12 Credits

Professional behaviour: theory and practice, 12 Credits

The development approach to social work and welfare, 12 Credits

Social and community psychology, 12 Credits

Introduction to sociology: social structure and social institutions, 12 Credits

Elective Modules, NQF 5, 12 Credits (learner must select one)

Academic literacy development - Afr, 12 Credits

Academic literacy development - Eng, 12 Credits

Compulsory Modules, NQF 6, 152 Credits

Introduction to childcare legislation, 8 Credits

Casework: theory and practice A, 12 Credits

Community work: theory and practice A, 8 Credits

Developmental psychology, 16 Credits

Personality psychology, 16 Credits

Sociology of development, environment, and social problems, 16 Credits

Basic principles of social work management, 8 Credits

Developmental welfare policy A, 8 Credits

Social group work: theory and practice A, 8 Credits

Childcare legislation and associated social work services, 8 Credits

Positive psychology, 16 Credits

Social dynamics of work, family and gender, 16 Credits

Know and understand the health world, 12 Credits

Compulsory Modules, NQF 7, 152 Credits

Theories and approaches in social work, 8 Credits

Social work with children, 8 Credits

Developmental welfare policy B, 12 Credits

Social group work: theory and practice B, 8 Credits

Understanding the human being in the world, 12 Credits

Psychopathology, 16 Credits

Research and psychometry, 16 Credits

Social theory, 16 Credits

Inequality and social justice in contemporary sou, 16 Credits

Casework: theory and practice B, 12 Credits

Community work: theory and practice B, 12 Credits

Social work practicum A, 16 Credits

Elective Modules, NQF 7, 32 Credits (learner must select two)

Basic counselling and ethical conduct, 16 Credits

Applied psychology, 16 Credits

Social research methods, 16 Credits

Applying the sociological imagination in contemporary society, 16 Credits

Compulsory Modules, NQF 8, 140 Credits

Social work in host settings, 16 Credits

Social work services re specific client systems, 8 Credits

Social work intervention with regard to substance abuse, 8 Credits

Practice management in social work, 8 Credits

Social work and the law, 8 Credits

Social work with families, 12 Credits

Social work research: theory and practice, 24 Credits

Social work practicum B, 56 Credits.

EXIT LEVEL OUTCOMES

1. Ability to work within the ambit of the requirements set by the SA Council for Social Service Professions.
2. Understanding of the eco-systems approach and its use in addressing social problems and needs.
3. Ability to identify, analyse and assess the social problems and needs experienced by the individuals, families, groups and communities for whom he/she is responsible.
4. Contribute to the solving of the identified problems and fulfilment of the identified needs.
5. Work effectively with other social workers and members of the multi-professional team, as well as with organisations and communities in direct service delivery.
6. Organise and manage him/herself and his/her services and activities responsibly and effectively.
7. Collect, analyse, organise, and critically evaluate information as far as social work problems and needs, in particular, are concerned.
8. Communicate effectively using visual and language skills in the modes of oral and written persuasion within the sphere of his/her service delivery in particular.
9. Use science and technology effectively and critically, showing responsibility towards the environment and the health and welfare of others.
10. Contribute to the full development of social and economic development of society at large.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Work within the ambit of the requirements set by the SA Council for Social Service Professions
Criteria:

Demonstrate understanding and application of professional ethics and legal standards.

Provide evidence of completion of licensure requirements as stipulated by the Council.
Illustrate ethical decision-making and adherence to professional guidelines in reflective journals or case studies.

Associated Assessment Criteria for Exit Level Outcome 2:

Understanding of the eco-systems approach and its use in addressing social problems and needs

Articulate critical principles of the eco-systems approach in written and oral presentations.

Apply theoretical approaches, such as the eco-systems approach, to analyse and solve real-world social problems in case studies.

Associated Assessment Criteria for Exit Level Outcome 3:

Identify, analyse, and assess social problems and needs.
Criteria

Use assessment tools and techniques to identify needs and issues.

Analyse a particular social issue within a community in reports or projects.

Associated Assessment Criteria for Exit Level Outcome 4:

Contribute to the solving of identified problems and fulfilment of identified needs.

Participate in problem-solving projects or simulations.

Evaluate reports detailing interventions and outcomes.

Associated Assessment Criteria for Exit Level Outcome 5:

Work effectively with other social workers and members of the multi-professional team.

Demonstrate peer and supervisor assessments of teamwork skills.

Reflect on team-based projects.

Associated Assessment Criteria for Exit Level Outcome 6:

Organise and manage him/herself and his/her services and activities.

Document personal management plans and their execution.

Feedback on organisational skills from practicum supervisors.

Associated Assessment Criteria for Exit Level Outcome 7:

Collect, analyse, organise, and critically evaluate information.

Research projects, including methodology, analysis, and findings.

Critique existing research and literature.

Associated Assessment Criteria for Exit Level Outcome 8:

Communicate effectively using visual and language skills.

Present and write assignments assessed for clarity, coherence, and appropriateness.

Illustrate peer and instructor evaluations of communication skills.

Associated Assessment Criteria for Exit Level Outcome 9:

Use science and technology effectively and critically

Demonstrate the use of software and technologies relevant to social work.

Critically evaluate the impact of technology in social work practice.

Associated Assessment Criteria for Exit Level Outcome 10:

Contribute to the full development of him/herself and society's social and economic development.

Document participation in community service or civic engagement activities.

Compile portfolios showing personal development plans, learning reflections, and cultural sensitivity.

Integrated Assessment
Learner Academic Access, Retention, Attainment and Success (ARAS) at the institution's require heightened responsiveness in provisions for social justice and equal opportunity, inclusive of but not limited to admission requirements, academic content, assessment approaches and methods, modes of provision, learner academic development and support opportunities, and non-academic support to learners. Teaching, learning and assessment should promote competency-based pedagogical practices that emphasise the promotion of flexible learning and thinking, self-directed and lifelong learning, local and global knowledge, diverse learning opportunities and assessment criteria to promote the academic success of a diverse learner body.

Curriculum compilation implies a logical coherence and continuous constructive alignment of:

The programme's purpose,

The programmes outcomes and associated assessment criteria,

The chosen learning components (core, fundamental and elective modules) of the curriculum,

The learning outcomes and selected content of each module,

Effective teaching, learning and assessment strategies,

Appropriate teaching and learning activities, and

Available and appropriate teaching and learning resources to support learner attainment.

Methods used for integrated assessment include continuous, formative (informal and formal), and summative assessments. Opportunities for both continuous formative and summative assessments are embedded in the learning design of the qualification throughout the year of study, in the form of written and practical assignments, portfolios, practical assessments, written and practical examinations and a research report to align with the associated outcomes and assessment criteria and the graduate attributes. Assessment focuses particularly on a critical, creative, and interpretative perspective of the various disciplines. At least one opportunity for integrated assessment, where the main purpose and key outcomes of the qualification/internal programme are assessed, is included in the assessment activities for this qualification. Oral presentations of smaller integrated research projects or seminars in individual, as well as group contexts, may also be employed.

The qualification incorporates an inclusive and integrated approach to assessment; assessment practices are open, transparent, fair, valid, and reliable to ensure that learners are not disadvantaged during the process.

The module mark for all coursework modules is based on a combination of a module participation mark and an examination mark in the ratio determined in the applicable faculty rules, except where the module mark is based on continuous assessment or where no participation mark is required. In the case of continuous assessment modules, the module mark is based on the weighted average of the assessments prescribed for the module, according to the weights prescribed for the different assessment tasks. Taking into account the institution's A-rules 1.3.3, 1.14, 1.17 and 1.19.3, an undergraduate qualification is obtained when final verification and audit confirmation are given that a learner has successfully completed all the modules prescribed in the applicable faculty rules for the programme of the qualification concerned.

Formative Assessment:
Examples of methods by which informal and formal formative assessments are done include class and online tests, discussions, feedback and critique during contact and blended learning sessions and practical sessions.

Examples of methods by which continuous assessment is done include portfolios, simulations, self- and group reflections, written assignments, written tests and online tests, case studies and case presentations, peer group evaluation, and face-to-face contact with learners.

Summative Assessment:
Examples of methods by which summative assessment is done include written exam papers, projects and portfolios of evidence during which all theoretical knowledge, problem-solving skills and practical skills are integrated and assessed.¿

Work Integrated Learning:
The WIL module allows learners to apply their knowledge and skills to a practical learning situation in a real-world context. The institution recognises Work-Integrated Learning (WIL) as purposeful, organised, supervised, and assessed educational activities and experiences that integrate theoretical learning with its application in a real or simulated workplace context. WIL forms a compulsory component of the Bachelor of Social Work as required/suggested by SACSSP (South African Council for Social Service Professions).

WIL modules, outcomes, and placements align with the South African Council for Social Service Professions (SACSSP) requirements. WIL is integrated into selected modules designated for this purpose and must be credit-bearing, supervised and assessed. This is also a system requirement to ensure compatibility and alignment with the institution Work Integrated Service Learning (WISL) system during the integration of WIL activities on the system. The BSW utilises the centralised WISL system to manage its learner placements.

WIL aims to enhance a) the excellence and practicability of the learner learning experience, b) the civic responsibility of learners, and c) the vocational skills and, thereby, the workplace readiness and employability of graduates.

ARTICULATION OPTIONS

This qualification allows possibilities for horizontal, vertical and diagonal articulation.

Horizontal Articulation:

Bachelor of Arts Honours in Sociology, NQF Level 8

Vertical Articulation:

Master of Social Work, NQF Level 9

Diagonal Articulation:

There is no diagonal articulation for this qualification.

MODERATION OPTIONS

N/A

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Recorded in 2015.

NOTES

N/A

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.

1.	North West University