SAQA

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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-data under construction		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

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.

PURPOSE AND RATIONALE OF THE QUALIFICATION

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 purpose of the qualification is also to 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.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Formally Accredited Learning
The typical applicant has a qualification equivalent to matriculation with full exemption, or other University-approved qualification, with English at a particular level of competence plus the applicant displays an aptitude for social work - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning
Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

EXIT LEVEL OUTCOMES
The qualifying learner is able to:
1.The qualifying learner is able to access and process information using a range of technologies.
1.1 understand key concepts, debates, arguments and resources in the discipline of social work.
1.2 understand- principles of subject searching in databases, critical selection and organisational criteria.
1.3 full understanding of arguments and positioning of debates.

2. The qualifying learner is able to communicate and produce information using a range of technologies.

2.1 understand academic conventions for writing and oral participation.
2.2 demonstrate basic computer literacy.
2.3 understand his/her position in relation to debates.

3. The qualifying learner demonstrates critical analytic competence and problem solving.
3.1 know and understand how knowledge is reported within disciplines.
3.2 know and understand critical approaches to knowledge.
3.3 understand course debates, concepts, issues and concerns in social work and associated disciplines.

4. The qualifying learner demonstrates research competence.
4.1 know and understand how knowledge is used for limited research enquiries.
4.2 recognise the disciplinary paradigms within which research is carried out, in social work and associated disciplines.

5. The qualifying learner shows competence to manage her/himself.
5.1 apply the knowledge needed for self-directed, independent learning and social work practise.
5.2 apply the knowledge necessary for ongoing professional development as a social worker.
5.3 apply knowledge to the challenges and problems posed in social work practise.

6. The qualifying learner demonstrates social competence.
6.1 understand individual and group dynamics and processes.
6.2 understand the importance of the collaborative process.
6.3 have an awareness of multiple sources of knowledge.

7. The qualifying learner shows ecosystemic competence.
7.1 identify areas requiring professional social work intervention.
7.2 understand the role of other professional and stakeholders in the implementation of intervention programmes.
7.3 understand the relationship between the individual and family, and local, national and global issues.

8. The qualifying learner shows disciplinary and/or professional competence (can substitute field of enquiry for discipline).
8.1 to apply knowledge to understand and guide intervention with individuals, families, groups and communities who have social problems or development needs.
8.2 articulate the continuities and discontinuities between social work and related disciplines.
8.3 demonstrate understanding of the role of other professions and stakeholders, and understanding of how to work with others in a team.

CRITICAL CROSS-FIELD OUTCOMES
a) "identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made." See exit level outcomes 3 and 4.
b) "working with others as a member of a team, group, organisation, community." See exit level outcomes 6.
c) "organising and managing oneself and one's activities responsibly and effectively." See exit level outcomes 5.
d) "collecting, analysing, organising and critically evaluating information." See exit level outcomes 1.
e) "communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion." See exit level outcomes 2 and 4.
f) "using science and technology effectively and critically, showing responsibility towards the environment and health of others." See exit level outcomes 1, 2, 4 and 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." See exit level outcomes 7.
h) "contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
i. "reflecting on and exploring a variety of strategies to learn more effectively;" see exit level outcomes 5.
ii. "participating as responsible citizens in the life of local, national and global communities;" see exit level outcomes 7; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.
iii. "being culturally and aesthetically sensitive across a range of social contexts;" see exit level outcomes 6.
iv. "exploring education and career opportunities." See exit level outcome 5.
v. Developing entrepreneurial opportunities." See exit level outcomes 7 and 8.

ASSOCIATED ASSESSMENT CRITERIA

The qualifying learner will be able to...

1.1 carry out basic database searches for subject literature.
1.2 be able to identify a range of historical and ideological positions within texts and other data.
1.3 identify, extract, organise and fully reference information in a range of resources.

2.1 use accurate English for writing and speaking.
2.2 synthesise information to articulate clearly sustained argument.
2.3 use appropriate writing skills.

3.1 analyse information and knowledge.
3.2 extrapolate and integrate information and theory to solve problems and plan activities within specific contexts.

4.1 recognise and evaluate the status of evidence, arguments or theoretical positions in research.
4.2 collect relevant data in relation to research questions.
4.3 evaluate research in relation to the debates within the discipline of Social Work.

5.1 generate one's own solutions/strategies to difficulties.
5.2 be a purposeful learner.
5.3 make connections between university knowledge and skills, and professional social work practise.

6.1 work constructively with diversity.
6.2 receive and execute tasks responsibly.
6.3 integrate feedback into own and group development.

7.1 evaluate, plan and execute professional social work services ecosystemically.

8.1 effectively analyse social problems or developmental needs in individuals, families, groups and communities, and to plan, implement and evaluate professional social work interventions in response to these.
8.2 take a position in relation to competing paradigms and debates within social work.

INTEGRATED ASSESSMENT
The final assessment practices including a research report involve criteria pertaining to all outcomes for the degree to ensure that these outcomes are integrated with one another. Learners are expected to apply the knowledge, skill and values from the disciplines they have studied to issues and problems in practising Social Work and in the Social Sciences.

ASSOCIATED VALUES
The qualifying learner is aware of the importance of the need to?

1.1 appreciate accurate representation and acknowledgement of work of others.
1.2 Commit him/herself to evaluate published research and its implications for social work.

2.1 show a full awareness of responsibility and integrity in production and communication of information.

3.1 value responsible decision-making.
3.2 be sensitive with regards to different ways of constructing knowledge.

4.1 take ethical responsibility with respect to research subjects.

5.1 value the process of life-long learning.
5.2 be creative and use initiative.
5.3 recognise the limits of a social worker's professional competence.

6.1 recognise and value diversity
6.2 recognise and value collaborative processes.
6.3 believe in people's capacity to change.

7.1 respect and value the interconnectedness of environments.

8.1 recognise major ethical debates in social welfare and in social work practise.
8.2 show an open mind to diverse portions within the discipline of social work.

ARTICULATION OPTIONS

Except at entry level, this section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first (e.g. half/third) or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

Entry to the qualification
The applicant has a qualification equivalent to matriculation with full exemption, or other University-approved qualification, with English at a particular level of competence plus the applicant displays an aptitude for social work.

Articulation during the qualification:
No formal articulation.

On completion of the qualification
A qualifying learner may proceed to the Master of Arts in Social Work degree, or another appropriate postgraduate qualification provided that she/he has a Bachelor of Arts in Social Work degree which needs normally to have been achieved with a certain minimum percentage.

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider.

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