|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|
|Further Education and Training Certificate: Pharmacist Assistance|
|SAQA QUAL ID||QUALIFICATION TITLE|
|72050||Further Education and Training Certificate: Pharmacist Assistance|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.||SFAP - Sub-framework Assignment Pending|
|Further Ed and Training Cert||Field 09 - Health Sciences and Social Services||Curative Health|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||140||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 replaces:
|Qual ID||Qualification Title||Pre-2009 NQF Level||NQF Level||Min Credits||Replacement Status|
|82027||National Certificate: Post-Basic Level Pharmacist Assistance||Level 4||Level TBA: Pre-2009 was L4||120||Complete|
|17104||Post-basic Certificate: Pharmacist's Assistant||Level 4||Level TBA: Pre-2009 was L4||120||Complete|
|19819||Certificate: Post Basic Pharmacists' Assistants: Community Pharmacy||Level 4||Level TBA: Pre-2009 was L4||120||Complete|
|19829||Certificate: Post Basic Pharmacists' Assistants: Hospital Pharmacy||Level 4||Level TBA: Pre-2009 was L4||120||Complete|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The purpose of the Further Education and Training Certificate: Pharmacist Assistance is to equip learners to further develop their competencies in the underlying principles of all the major areas related to the pharmaceutical environment. The Further Education and Training Certificate: Pharmacist Assistance forms part of the learning pathway in the pharmacy sector that is linked to the relevant career path. By assisting in the development of competence in this field the Further Education and Training Certificate: Pharmacist Assistance Certificate, in the long term, will assist in addressing the government's call for the training and development of an increased number of pharmaceutical professionals. It aims to provide learners with the technical competence as well as the personal and inter-personal skills required to make them effective members of the pharmaceutical community.
This qualification, similar to the National Certificate Pharmacist Assistance, NQF Level 3, is structured to accommodate training for the various categories of the pharmacy sector identified in the current legislation and thus requires learners, who wish to be registered with the South African Pharmacy Council upon completion of the Qualification, to select a specialisation field from the following:
Qualifying learners, who meet all necessary requirements, will be able to register as a Pharmacist Assistant (Post-Basic) with the South African Pharmacy Council.
The learner will, at all times, function in accordance with the Scope of Practice of the South African Pharmacy Council relevant to Pharmacist Assistant (Post-Basic).
Given the rapid development of science and technology in the modern world, it is extremely challenging to develop suitable training that will remain relevant in an ever-changing environment. The Further Education and Training Certificate: Pharmacist Assistance is aimed at developing the core technical knowledge and personal skills needed by pharmacist assistants that will enable them to perform their functions by applying their skills to new technological and scientific developments. These skills should enable them to adapt to the changing environment and still meet the needs of pharmacy and the changing health-care system. The emphasis of the qualification is on quality and relevance to both the current and the future needs of the country and customers. The main requirement in the market today is for individuals who are well educated and trained in the fundamentals of their field and practiced in applying these skills to real situations and problems. The Further Education and Training Certificate: Pharmacist Assistance aims to produce learners who are able to solve multidisciplinary problems, use technology and apply non-disciplinary skills (for example, communication, teamwork, leadership). This also addresses the key objectives of the national Human Resources Development Strategy.
The Further Education and Training Certificate: Pharmacist Assistance is designed to meet the needs of learners who have completed the National Certificate: Pharmacist Assistance, Level 3 and who wish to further their competencies in this field. While the subfield at present is listed as Curative Health the qualification also includes Preventative Health, Promotive Health and Development Services, Curative Health and Rehabilitative Health Services.
The Further Education and Training Certificate: Pharmacist Assistance will not only allow access to the pharmaceutical field, but may also open up opportunities for adult learners who wish to develop their careers in one or more of the related sectors. Through the integration of theoretical understanding and workplace learning, the learner may develop skills, knowledge and understanding that will directly improve performance in the work environment.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that learners are competent in:
Recognition of Prior Learning:
This qualification can be achieved in part through the Recognition of Prior Learning (RPL). Learners are required to complete a practical assessment component for the purpose of registration with the South Africa Pharmacy Council and this precludes the awarding of the complete qualification to learners through RPL assessment. This implies that the qualification may be granted to learners who have:
Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence in the prescribed format and/or undergo a workplace assessment to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.
Access to the Qualification:
Access to the qualification is open to all learners who comply with the requirements of the current Regulations relating to Pharmacy Education and Training which are published in terms of the current legislation pertaining to Pharmacy. Such learners are expected to:
Note: Pharmacies offering training for Pharmacists' Assistant Learners must comply with the following:
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification learners are required to obtain a minimum of 140 credits as detailed below.
The Fundamental Component consists of Unit Standards in:
It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.
All Unit Standards in the Fundamental Component are compulsory.
The Core Component consists of Unit Standards to the value of 55 credits all of which are compulsory.
The Elective Component consists of a number of specializations each with its own set of Unit Standards. Learners are to choose one specialization area and must choose Elective Unit Standards to the value of 29 credits from the Unit standards listed under that specialization so as to attain a minimum of 140 credits.
Learners are required to complete all the unit standards listed in the specialization category so as to qualify for registration with the Pharmacy Council as a Pharmacist Assistant (Post Basic) in that particular category.
Should the Unit standards in a specialization category total less than 29 credits, learners are to choose additional Elective Unit Standards from other specializations, except those Unit Standards which are listed as unsuitable for the category, to give a minimum of 29 credits for the Elective Component.
Community Pharmacy or Institutional Pharmacy:
The unit standards:
The unit standards:
The Unit standards:
|EXIT LEVEL OUTCOMES|
|Learners completing this Qualification will, dependent on specialisation field, be able to:
1. Communicate effectively to provide assistance to the pharmacist and the community.
2. Utilise Mathematical Literacy skills in the workplace and in daily living.
3. Apply specific pharmaceutical skills and knowledge in the workplace.
4. Interact with patients/clients in a pharmaceutical environment.
5. Apply management functions in the workplace.
6. Apply personal development skills in the work environment.
Critical Cross-field Outcomes:
a) Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made: Found in ELO 2, 3, 4, 5 & 6.
b) Working effectively with others as a member of a team, group, organisation or community: Found in ELO 1, 3, 4 5 & 6.
c) Organising and managing oneself and one's activities responsibly and effectively: Found in ELO 1 2, 4, 5 & 6.
d) Collecting, analysing, organising and critically evaluating information: Found in ELO 2, 3, 4, 5 & 6.
e) Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion: Found in ELO 1, 3, 4 & 5.
f) Using science and technology effectively and critically, showing responsibility towards the environment and health of others: Found in ELO 1, 2, 3, 4, 5 & 6.
g) Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation: Found in ELO 1, 2, 3, 4, 5 & 6.
h) Contributing to the full personal development of the individual and the social and economic development of society at large: Found in ELO 3, 4, 5 & 6.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1. Oral communication is conducted in accordance with audience and context needs.
1.2. Information and explicit and implicit messages are extracted from written texts using various strategies and evaluated and acted upon where necessary.
1.3. Written texts are produced for a range of purposes, audiences and contexts using appropriate language structures, terminology, register and format.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1. Calculations required in the workplace are performed using correct formulae and operations.
2.2. Approximations relating to cost quantity and size of products and goods are made.
2.3. Mathematical functions are used to solve everyday work and personal problems.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1. The processes required to achieve asepsis or sterilization of products are applied in accordance with quality assurance requirements.
3.2. Stock administration functions, including the monitoring and ordering of pharmaceutical stock, are performed in accordance with legislation and organizational requirements.
3.3. Scheduled stock is received, issued and dispatched in accordance with legislative and organisational requirements.
3.4. The importance of critical process parameters and dossiers within large scale pharmaceutical manufacturing are explained in terms of total quality management.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 Information to promote health is provided to the client, taking cognisance of the effects of medicine on the body, within the context of the local community.
4.2 Correctly selected, packaged and labelled medicines are issued to a patient with appropriate information provided.
4.3 Patient/client and community awareness and knowledge of Sexually Transmitted Infections testing, prevention and treatment is promoted within relevant sectors of the industry.
4.4 Complaints from internal and external patients/clients are dealt with appropriately.
Associated Assessment Criteria for Exit Level Outcome 5:
5.1 Processes to manage occupational health and occupational hygiene in a specific sector are developed to address identified potential stressors and in accordance with relevant legislation.
5.2 The dynamics within a specific group are identified and strategies are applied to enhance team performance.
5.3 The skills and techniques required of a mentor are applied according to a developed mentorship plan.
5.4 Theories of motivation including the empowerment and recognition of team members are applied to a team to enhance team performance.
5.5 Control measures relating to confidential information and documents are implemented in accordance with legislative and organizational requirements.
Associated Assessment Criteria for Exit Level Outcome 6:
6.1 Problems are defined and analysed and following evaluation of options, an appropriate solution is implemented.
6.2 An effective business schedule, which includes strategies to deal with interruptions in the workplace, is developed.
6.3 Different strategies for moral decision making are applied in the workplace.
6.4 Goals and strategies for personal and professional development are applied.
The term "integrated assessment" implies that theoretical and practical components should be assessed together. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, and foundational competencies should be assessed. Assessment should further ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated way.
Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience as the assessment process is capable of being applied to RPL, subject to the rules and criteria of the relevant ETQA.
|When researching pharmacy training in emerging markets, it became apparent that the Further Education and Training Certificate: Pharmacist Assistance compares favourably with the Certified Pharmacy Technicians Course offered by the Pharmaceutical Society of Singapore. The outcomes of the Certified Pharmacy Technicians Course are:
The core competencies of the two qualifications are very closely related. However, it needs to be recognised that the Further Education and Training Certificate: Pharmacist Assistance is explicitly placed within the South African context and takes cognisance of the limitations placed on the pharmacist assistant by the relevant legislative and statutory regulations.
A study of the qualifications offered on the National Qualification Frameworks of New Zealand and Australia showed that this Further Education and Training Certificate is in line with certificates offered through other Qualification Frameworks.
The following were identified as relating to the Further Education and Training Certificate: Pharmacist Assistance:
The components contained in the Further Education and Training Certificate: Pharmacist Assistance also relate to programmes offered by independent training entities. These programmes include:
The Further Education and Training Certificate: Pharmacist Assistance was compared with the characteristics listed in the International Pharmaceutical Federation's (FIP) Statement on Good Pharmacy Education Practice, which states that, "the pharmacy graduate shall possess knowledge and understanding of the core information associated with the profession of pharmacy". The emphasis of the Further Education and Training Certificate: Pharmacist Assistance on the development of personal and inter-personal skills also recognises the FIP's Statement that, "the pharmacy graduate effectively and creatively manages resources (human, physical, fiscal, time) and information with the goal of assuring access and availability of pharmaceuticals and pharmaceutical care services, thus optimising patient care".
The Further Education and Training Certificate: Pharmacist Assistance compares very favourably with training offered internationally and in particular is aligned with the International Pharmaceutical Federation's (FIP) Statement on Good Pharmacy Education Practice which is accepted world-wide as the training standard for pharmacist assistants. Differences between international practice and the contents of the Further Education and Training Certificate: Pharmacists Assistance relate to SA legislative and statutory limitations on pharmacy practice.
|This qualification allows for vertical and horizontal articulation possibilities in various fields within the health sector.
Possibilities for horizontal articulation include:
Possibilities for vertical articulation include:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Anyone wishing to assess learners against this qualification must:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|This Qualification replaces the following Qualifications:
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||242665||Apply technical knowledge and skill in order to manage risk in occupational health and occupational hygiene||Level 4||NQF Level 04||8|
|Core||256536||Apply the principles of asepsis and sterility in a healthcare environment||Level 4||NQF Level 04||12|
|Core||256495||Identify common conditions and ailments and provide information relating to health and medicine||Level 4||NQF Level 04||10|
|Core||114589||Manage time productively||Level 4||NQF Level 04||4|
|Core||114215||Mentor a colleague to enhance the individual`s knowledge, skills, values and attitudes in a selected career path||Level 4||NQF Level 04||3|
|Core||242819||Motivate and Build a Team||Level 4||NQF Level 04||10|
|Core||256535||Order and reconcile pharmaceutical stock||Level 4||NQF Level 04||8|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||119467||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||119462||Engage in sustained oral/signed communication and evaluate spoken/signed texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||119471||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||120348||Demonstrate knowledge and understanding of basic toxicological principles||Level 4||NQF Level 04||3|
|Elective||114491||Educate and work closely with the community with regard to sexually transmitted infections (STIs) including Human Immune Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS)||Level 4||NQF Level 04||10|
|Elective||120393||Explain and apply legislation and policies applicable to leadership in a specific sector or context||Level 4||NQF Level 04||10|
|Elective||256555||Implement quality assurance in a pharmaceutical manufacturing environment||Level 4||NQF Level 04||10|
|Elective||256557||Issue prescribed medicines to a patient||Level 4||NQF Level 04||15|
|Elective||256556||Issue, dispatch and receive returned specified scheduled medicines in a distribution centre||Level 4||NQF Level 04||10|
|Elective||118028||Supervise customer service standards||Level 4||NQF Level 04||8|
|Elective||115855||Create, maintain and update record keeping systems||Level 5||Level TBA: Pre-2009 was L5||5|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|62589||Further Education and Training Certificate: Pharmacist Assistance||Generic Provider - Field 09||Level 4||NQF Level 04||140||SAPC||OQSF|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:|
|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.