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:

Bachelor of Social Work

SAQA QUAL ID	QUALIFICATION TITLE
9093	Bachelor of Social Work
ORIGINATOR
University of Witwatersrand
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		Preventive Health
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 0733/25	2024-06-30	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

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 qualification is to produce professional graduates in the field of Social Work, who will be able to deliver effective services to solve social problems or to address personal, community, or social development needs. The qualification will enhance the career of the graduate by enabling him/her to use higher order and lateral thinking, and general social work knowledge. Further, the purpose of the qualification is to produce graduates who can contribute to the economy and social well-being of South Africa by preventing and minimising the serious educational and vocational consequences of social problems. On completion of the qualification, qualifying learners will be able to: Develop and consolidate a professional identity as a social worker Apply core values and principles of social work. Provide a holistic assessment and intervention with individuals, families, groups, and communities. .Demonstrate competence in the use of codes of ethics vis-à-vis the moral impulse. .Work with a range of diversities Develop an ability to undertake research Rationale: The three core components of social work training include knowledge, skills, and values. In addition to theory and skills sessions, learners registered for the social work degree must take separate social work practice courses. At the post-graduate level, scope is offered for specialisation. Social work training is mostly informed by the White Paper for Social Welfare (1997) and the Government's Reconstruction and Development plans that embrace a social development paradigm to health, welfare, education, and infra-structural development in South Africa. Given the rights of civil society and the requirements of the profession, heavy weighting is given to the development of the morally active practitioner. The overarching values that guide social work training are social justice and respect for persons. From the second year of study, learners registered for the degree must register with the SA Council for Social Service Professions. They are, therefore, obliged to adhere to the profession's code of Conduct. Learners are made aware of the range of contexts in which social workers might be employed. With the new Welfare Financing Policy in place, based on the funding of sustainable programmes, learners are increasingly being made aware of the importance of developing entrepreneurial skills and the need to integrate community, social, and economic development. Qualifying learners are eligible for a further education pathway where they can enrol in Postgraduate studies.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning The institution has an approved Recognition of Prior Learning (RPL) policy, which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who meet the qualification criteria. RPL thus provides alternative access to and admission for qualifications, as well as advancement within them. RPL may be applied for access, credits from modules, and credits or towards the qualification. RPL for access: Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL. To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal, and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification. RPL for exemption from modules Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module. RPL for credit: Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal, and/or informal learning to obtain credits towards the qualification. Credit shall be appropriate to the context in which it is awarded and accepted Entry Requirements: The minimum entry requirement for this qualification is: ¿ National Senior Certificate, NQF Level 4, granting access to Bachelor's degree studies. Or National Certificate (Vocational), NQF Level 4, granting access to Bachelor's degree studies. Or Senior Certificate, NQF Level 4 with endorsement. Or Higher Certificate in Social Auxiliary Work, NQF Level 5.

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6, 7, and 8, totalling 594 Credits. Compulsory and Elective Modules, Level 5, 162 Credits: Compulsory Modules, 126 Credits Field Instruction in Social Work Practice I, 18 Credits Introduction to Social Work Theory and Practice, 36 Credits Psychology 1, 36 Credits Southern Africa in the Era of Globalisation, 18 Credits Identity and Society, 18 Credits Elective Modules, Level 5, 36 Credits (Select one pair): Culture and Humanity, 18 Credits Practices of Identification, 18 Credits or South African Sign Language: Basic 1A, 18 Credits South African Sign Language: Basic 1B, 18 Credits Compulsory Modules, 120 Credits: Field Instruction in Social Work Practice II, 24 Credits Integrated Social Work Methods and Human Rights, 24 Credits Psychology II, 48 Credits Psychological Research Design and Analysis IIA, 24 Credits Elective Modules, Level 6, 48 Credits: Select one stream: Stream A Sociological Theory II, 24 Credits And one of the following modules: Organisations, Movements and change II, 24 Credits Contemporary Social Issues, 24 Credits Environment, Development and Globalisation II, 24 Credits Family, Gender and Work II, 24 Credits Knowledge and Power II, 24 Credits Law, Crime and Power II, 24 Credits Population Studies II, 24 Credits Society, Health and Disease II, 24 Credits The Sociology of Religion II, 24 Credits Stream B Sociological Theory II, 24 Credits And one of the following modules: Family, Gender and Work II, 24 Credits Organisations, Movements and Change II, 24 Credits Compulsory Modules, 72 Credits Field Instruction in Social Work Practice III, 36 Credits Integrated Social Work Theory and Practice, 36 Credits Elective Modules, 72 Credits: Select one stream: 72 Credits Stream A Abnormal Psychology III, 18 Credits Cognitive Neuropsychology III, 18 Credits Health Psychology III, 18 Credits Community Psychology III, 18 Credits Psychotherapeutic Interventions III, 18 Credits Child and Adolescent Psychology III, 18 Credits Critical Social Psychology III, 18 Credits Organisational Behaviour III, 18 Credits Career Psychology III, 18 Credits Employment Relations III, 18 Credits Organisational Effectiveness III, 18 Credits Select Topic in Psychology III, 18 Credits Cognitive Studies III, 18 Credits STREAM B: Researching Social Life III, 18 Credits Culture, Identity and Power, 18 Credits And 36 credits from the modules below: Contemporary Feminism: Issues and Struggles III, 18 Credits Demography and Development III, 18 Credits Intermediate Quantitative Research Methods III, 18 Credits Postmodern Theory III, 18 Credits Sociology of Education III, 18 Credits Sociology of Latin America and the Caribbean III, 18 Credits Sociology of the City III, 18 Credits Sociology of War and Peace III, 18 Credits Class, Power, and Economic Relations III, 18 Credits South African Industrial Relations III, 18 Credits States, Markets and Economic Policy III, 18 Credits Sociology of Africa III, 18 Credits Contemporary Social Issues III, 18 Credits STREAM C: Researching Social Life III, 18 Credits Class, Power, and Economic Relations III, 18 Credits And 36 credits from the modules below: Contemporary Feminism: Issues and Struggles III, 18 Credits Culture, Identity and Power III, 18 Credits Demography and Development III, 18 Credits Intermediate Quantitative Research Methods III, 18 Credits Postmodern Theory III, 18 Credits Sociology of Education III, 18 Credits Sociology of Latin America and the Caribbean III, 18 Credits Sociology of the City III, 18 Credits Sociology of War and Peace III, 18 Credits South African Industrial Relations III, 18 Credits States, Markets and Economic Policy III, 18 Credits Sociology of Africa III, 18 Credits Contemporary Social Issues III, 18 Credits Compulsory Modules, Level 8, 120 Credits: Field Instruction in Social Work Practice IV, 45 Credits Social Work Theory and Practice IV, 45 Credits Research Report, 30 Credits.

EXIT LEVEL OUTCOMES

1. Develop and consolidate a professional identity as a social worker 2. Apply core values and principles of social work. 3. Provide a holistic assessment and intervention with individuals, families, groups, and communities. 4. Demonstrate competence in the use of codes of ethics vis-à-vis the moral impulse. 5. Work with a range of diversities 6. Develop an ability to undertake research 7. Select from the wide range of available knowledge and theories to facilitate conceptualization at higher levels of abstraction. 8. Demonstrate knowledge and understanding of policy and legislation 9. Write and communicate professional knowledge to different audiences.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcomes 1: Show understanding of the power process and building sound relationships Demonstrate ability in advancing human rights, and working with and for the most disadvantaged groups in society Demonstrate commitment to work toward social justice and egalitarian societies Demonstrate commitment to caring, building humane societies, and mutual inter-dependence Use validation as one of the core empowerment strategies in working with individuals, families, groups, and communities Demonstrate skills in critical thinking and scholarly attitudes of reasoning, and openness to new experiences and paradigms Show commitment to professional ethics and to ongoing professional development Demonstrate ability to deal with complexity and ambiguity and to think on one's feet Demonstrate understanding of social work as a context-embedded, proactive, and responsive profession Use supervision effectively in practice. Demonstrate ability to understand the links between the personal and the professional dimensions of life and the relationship between the micro- and the macro-aspects of learners' lives and the lives of people whom they engage with. Associated Assessment Criteria for Exit Level Outcomes 2: Show respect for the inherent worth and dignity of all human beings Demonstrate understanding that every person can solve his/her problem Separate acceptance of the person while challenging and changing conditions and behaviours that are self-destructive or harmful to others Uphold the value of doing no harm and practising beneficence Show understanding of the mutual inter-dependence among human beings and between human beings and other living entities, and a commitment to inter-generational equity and continuity (third generation rights) as advocated by 'green' social work Respect the rights of people to inclusion in decision-making and in the planning and use of services Respect rights to self-determination (with due consideration to potential structural constraints) Respect rights to confidentiality within legislative constraints. Associated Assessment Criteria for Exit Level Outcomes 3: Recognise humans as bio-psycho-social (BPS) beings, as the biological, psychological, and social (including the spiritual) dimensions of life are inter-connected and mutually reinforcing Undertake holistic BPS assessments to facilitate holistic intervention directly and/or through referrals to appropriate professionals and resources. Show understanding of the Person-in-Environment gestalt, appreciating that the environment consists of the natural, geographic environment and the various social systems, both proximate and distal, that surround and impact individual and family functioning Interpret how historical and contemporary BPS approaches impact human functioning and capabilities development Undertake appropriate interventions ranging from direct protective/ therapeutic/ educational interventions with individuals, families, and groups to broader community interventions, including education, social activism, and/or advocacy at local, regional, and/or international levels Use a range of strategies to monitor and evaluate interventions Associated Assessment Criteria for Exit Level Outcomes 4: Show awareness of international, regional, and national statements of ethical principles and codes of ethics Engage critically with codes of ethics Recognise the interrelatedness between the moral impulse and codes of ethics Display awareness of the boundaries of professional practice and what constitutes unprofessional conduct Demonstrate understanding of principled ethics and feminist relational ethics, and skills of negotiating ethical decision-making through discourse ethics and dialogue, and through peer consultation and supervision. Associated Assessment Criteria for Exit Level Outcomes 5: Demonstrate self-awareness regarding personal and cultural values, beliefs, traditions, and biases, and how these might influence the ability to develop relationships with people, and to work with diverse population groups Demonstrate awareness of self as an individual and as a member of collective socio-cultural groups in terms of strengths and areas for further development Show competence in non-discrimination based on culture, nationality, ethnicity, religion, language, race, gender, language, physical status, and sexual orientation Minimize group stereotypes and prejudices and ensure that racist, sexist, homophobic, and xenophobic behaviour, policies, and structures are not reproduced through social work practice Form relationships with, and treat all persons with respect and dignity, irrespective of such persons' cultural and ethnic beliefs, gender, nationality, language, religion, disability, and sexual orientation Serve as cultural mediators using constructive confrontation, conflict-mediation, discourse ethics, and dialogue where local cultural values, traditions, and practices might violate universally accepted human rights, as entrenched in national, regional, and international human rights instruments Show awareness of the importance of inter-sectoral collaboration and teamwork across disciplines and among social service professionals Associated Assessment Criteria for Exit Level Outcomes 6: Demonstrate appropriate skills in the use of qualitative and/or quantitative research methods Recognise and apply the ethical requisites of social work research Use research to inform practice and vice versa Appreciate the value of practice-based research, of practice as research, and of research as practice Document and communicate research findings to professional and non-professional audiences Associated Assessment Criteria for Exit Level Outcomes 7: Make judicious selection from the wide range of available knowledge and theories to facilitate conceptualization at higher levels of abstraction Select from a range of theoretical perspectives and Practice skills to facilitate effective interventions at the level of the individual, family, group, organization, and community Demonstrate an understanding of the structural determinants of people's lives and how criteria such as race, class, gender, language, religion, geographic location, disability, and sexual orientation might constitute sources of privilege and/or oppression Demonstrate an understanding of the complex relationship between the power of structural determinants and the power of human agency, and the relationship between freedom and responsibility Show awareness of strategies to facilitate praxis and consciousness-raising to enable people to understand and challenge structural determinants of normalization, and of oppression and/or privilege Demonstrate critical understanding of how socio-structural inequalities, discrimination, oppression, and social, political, economic, and environmental injustices impact human functioning and development at all levels Associated Assessment Criteria for Exit Level Outcomes 8: Demonstrate an understanding of how social welfare policy and legislation influence the conception of issues as social problems, interventions, and resource allocation Analyse, formulate, evaluate, and advocate for policies that enhance human wellbeing and environmental sustainability Demonstrate an understanding of the relationship between the law and social work Apply knowledge of global, regional, and national declarations, policies, and legislation relevant to social welfare and social work Apply knowledge of national, provincial, and local governance structures, and the general laws and charters governing social welfare policy and social work services in South Africa Identify and understand the historical, political, and economic dimensions of welfare policies Associated Assessment Criteria for Exit Level Outcomes 9: Write coherent, logical, grammatically correct, and well-considered reports/memos, whether for internal or external use Show awareness of the ethical and legal aspects of report-writing Show awareness of the targeted audience of any communication; the central messages to be communicated and how these are to be communicated, for example, probation reports; reports for children's court enquiries, divorce settlements, referrals for medical/psychiatric assessment and treatment; support for a social action campaign Demonstrate clear, coherent, and engaging oral communication skills Apply interviewing skills Record and disseminate social work research findings and knowledge Function in a multilingual context and use oral and/or written translation and interpretation when necessary. INTEGRATED ASSESSMENT A variety of assessment strategies, including summative and formative assessment, are used continuously to monitor learners' progress. Assessment of practice includes a range of forms from simulated teaching on real-life issues to work-based learning in field placements, the latter being mandatory to achieve all the graduate attributes. Mechanisms are in place for peer and self-assessment, particularly about field practice. A scaffolded approach to assessment from first to fourth year of study is adopted to ensure the incremental integration of theory and practice and the capacity for reflexive practice. To promote, monitor, and measure learner learning throughout a course, no single assessment may count for more than 40% of the final mark unless there are special circumstances, in which case the permission of the Dean is required.

INTERNATIONAL COMPARABILITY

This qualification compares with the following international qualifications in terms of the range of competencies in the learning content offered. Country: Australia Institution: University of South Australia Qualification Title: Bachelor of Social Work Similarities: The University of South Australia (UniSA) and the South African (SA) qualifications take four years of full-time study. The UniSA and SA qualifications require candidates who have completed a secondary school qualification or equivalent. The purpose of UniSA and SA qualifications is to provide learners with a sound knowledge of the political, behavioural, and social sciences, and equip them with the skills needed to work in a diverse range of fields in social work and human services. UniSA graduates are eligible for membership in the Australian Association of Social Workers, similar to learners who qualify from a SA qualification will be able to register with the South African Council for Social Service Professions and practice Social Work. Both qualifications consist of similar compulsory and elective modules. Both qualifications are assessed through formative and summative assessment methods. Both qualifications articulate vertically into the Master of Social Work or equivalent qualifications. Differences: The UniSA qualification has fewer than a minimum of 480 credits, while the SA qualification has 554 credits. Country: New Zealand Institution: University of Waikato Qualification Title: Bachelor of Social Work Similarities: The University of Waikato (UW) and the South African (SA) qualifications take four years full-time to complete. Both qualifications are registered at NZQF/NQF Level 8 and have a minimum of 480 credits. Both qualifications consist of the following compulsory and elective modules. Introduction to the Social Work Profession compares with Introduction to Social Work as a Profession, Introduction to Social Welfare and Social Work, and Introduction to the Landscape of Social Work. Social Work Fields of Practice compares with Fields of Social Work Practice and Community Work: Theories, Approaches and Models. Lifespan Development compares with Developmental and Personality Psychology, Child and Adolescent, and Abnormal Psychology. Social Psychology, Health and Wellbeing, compared with Health Psychology. Working with Diversity compares with Social Change. Social Work Placement 1 (60 Points) compares with Integrated Social Work Practice - Practical with WIL Social Work Placement 2 (60 Points) compares with Advanced Integrated Social Work Practice - (Practical with WIL), Perspectives on Counselling compares with Counselling Psychology and Psychological Testing. Social Justice, Ethics, and Law compare with Social Work Management, Administration, Supervision, and Ethics. Research for Social Work Practice compares with Research in Social Work, Social Research Methodology, Cognition, and Research Design and Analysis. Psychology compares with Introduction to Psychology and Health Psychology, Social Policy compares with Social Welfare Policy and Social Welfare Macro Policy. Conclusion: In summary, the Bachelor of Social Work is offered widely around the world. In the comparison exercise, which took place as part of qualification development, it became obvious that many of the qualifications shared much in common, both in terms of content and teaching strategy, particularly the inclusion of periods of workplace-based learning. In many cases, the qualifications need to be endorsed and approved by the relevant national council, as is the case in South Africa. The SA qualification is closely aligned with best practices around the world.

ARTICULATION OPTIONS

This qualification offers both possibilities of horizontal and vertical articulation. Horizontal Articulation: Bachelor of Social Sciences Honours in Sociology, NQF Level 8. Postgraduate Diploma in Social and Behavioural Studies, NQF Level 8. Vertical Articulation: Master of Social Work, NQF Level 9. Master of Arts in Occupational Social Work, NQF Level 9. Diagonal Articulation Diagonal articulation in this case refers diagonal articulation across NQF levels and sub-frameworks such as the OQSF. In this case, diagonal articulation is not possible as there is currently no NQF level 8 qualification in this discipline on the OQSF, although this may change in future.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 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.	University of Witwatersrand

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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.