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SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Further Education and Training Certificate: Social Auxiliary Work 
SAQA QUAL ID QUALIFICATION TITLE
23993  Further Education and Training Certificate: Social Auxiliary Work 
ORIGINATOR
SGB Social Work 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
HW SETA - Health and Welfare Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  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  180  Level 4  NQF Level 04  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the qualification is to equip qualifying learners with the following:
  • Basic knowledge and understanding of the South African context within which social services function and are delivered.
  • Understanding of social development in terms of the needs, policies and the role of the social auxiliary worker.
  • Basic knowledge of human behaviour, relationship systems and social issues and the ability to address social needs using appropriate social auxiliary work methods and techniques.
  • The skills to work as a team member and as a provider of support services to the social work team.

    The successful completion of the qualification will enable the learner to:
  • Register with the SA Council for Social Service Professions as a Social Auxiliary Worker in terms of section 18 of the Social Service Professions Act, 1978 (Act 110 of 1978).
  • Continue learning and gain access, for example to the Bachelor of Social Work (NQF Level 7) qualification.

    Rationale:

    A national priority in South Africa is to address the many social development needs prevalent amongst individuals, families, groups and communities. Social auxiliary work and social work are acknowledged as being essential to address these priority social needs. Social auxiliary work and social work are in the frontline of social development and transformation, particularly in traditionally under-resourced communities.

    The need for social auxiliary workers in South Africa was identified more than 10 years ago, leading to the role and functions of Social Auxiliary Work being defined in the Regulations to the Social Service Professions Act, 1978. These Regulations define social auxiliary work as " an act or activity practised by a social auxiliary worker under the guidance and control of the social worker and as a supporting service to a social worker to achieve the aims of social work". This implies that social auxiliary workers are assistants to social workers, providing support services and working under the supervision of social workers. Social auxiliary work complements and supports social work in all focus areas with services to individuals, families, groups and communities.

    In order to provide this assistance and support to the social work team, a qualification in social auxiliary work and registration with the SA Council for Social Service Professions are necessary. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    In order to gain access to this qualification a learner must possess at least a Grade 10 or equivalent certificate or an NQF Level 3 qualification.

    Learners registering for this qualification must have the following skills:
  • Reading, writing, listening and speaking in English, equivalent to NQF Level 3, as at least 80% of the textbooks and documentation are in English.
  • The ability to undertake independent learning.

    Recognition of Prior Learning:

    Any learner wishing to be assessed for the Recognition of Prior Learning may do so, according to recognised procedures.

    Learners not in possession of such qualifications may access a Bridging Programme2 and if successful, they will be accepted as learners for the social auxiliary work qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    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 180 credits as detailed below.

    FUNDAMENTAL COMPONENT

    The fundamental Component consists of:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits
  • Communication at NQF Level 3 in a Second South African Language to the value of 20 credits
    It is compulsory therefore for learners to do Communication in two different South African languages, one at Level 4 and the other at Level 3.

    The Fundamental Component totalling 56 credits is compulsory.

    CORE COMPONENT

    The Core Component consists of Outcomes to the value of 116 credits, all of which are compulsory.

    ELECTIVE COMPONENT

    Credits to the value of at least 8 credits, the focus areas of which are indicated in the Notes. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate basic understanding of the South African social welfare context, the policy and practice of developmental social welfare services and the role of the social auxiliary worker within this context.

    2. Define and demonstrate understanding of the purpose of social auxiliary work and the role and functions of a social auxiliary worker in relation to a social worker within the South African context.

    3. Consistently reflect the values and principles contained in the Bill of Rights and the social work profession`s Code of Ethics in service delivery as a social auxiliary worker.

    4. Demonstrate a basic understanding of the South African judicial system and the legislation governing and impacting on social auxiliary work and social work.

    Range:
    Legislation includes the Social Service Professions Act, Non Profit Organisations Act, the Basic Conditions of Employment Act, the Skills Development Act, and the Labour Relations Act.

    5. Demonstrate a basic understanding of human behaviour, relationship systems and social issues.

    Range:
    Social issues include poverty, unemployment, HIV/AIDS, crime, child abuse, domestic violence, drug abuse, housing, etc.

    6. Implement appropriate social auxiliary work methods and techniques to address the social needs of Client Systems 1.

    Range:
    Social Auxiliary Work methods and techniques include individual care, family care, group care, community care and introductory research.

    7. Use appropriate resources in service delivery to client systems.

    Range:
    Resources include human, financial, public and private sector organisations, multi-sectoral structures and bodies.

    8. Work effectively with social workers and members of multi-sectoral teams in social service delivery.

    Range:
    Teams include the social work team consisting of social worker, student social worker, social auxiliary worker and volunteers.

    9. Work effectively as a social auxiliary worker to address the special needs and problems experienced by at least 3 of the priority focus groups in social welfare.

    Range:
    Special needs include those experienced by people affected by mental, physical and sensory disabilities, chronic illnesses, drug abuse, crime, unemployment, poverty, family disintegration, child abuse and neglect and street children
    Focus groups include children, older persons, the youth, women, people with disabilities, the poor.

    10. Keep precise records and compile accurate reports on social needs and social auxiliary work activities and file them appropriately.

    Range:
    Records and reports include process notes, process reports, summary reports, evaluation and team reports linked to the various interventions; minutes of meetings.

    11. Provide an efficient research and administrative support service to the social worker.

    12. Demonstrate basic knowledge of financial matters related to social auxiliary work.

    13. Demonstrate self-awareness regarding personal capacities, attitudes and skills and a willingness to develop them further under the supervision of a social worker.

    Critical Cross-field Outcomes:

    The following critical cross-field outcomes are embedded in the Exit Level Outcomes:
  • Identify and solve problems using creative thinking. (Exit Level Outcomes 6 and 9)
  • Work effectively with others as a member of a team, group, organisation and community. (Exit Level Outcomes 2, 7 and 8)
  • Organise and manage oneself and one`s activities responsibly and effectively. (Exit Level Outcomes 10 and 13)
  • Collect, analyse, organise and evaluate information. (Exit Level Outcomes 6, 10 and 11)
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. (Exit Level Outcomes 5, 6, 8, 9 and 10)
  • Demonstrate cultural and aesthetic sensitivity in dealings with clients, colleagues and communities. (Exit Level Outcomes 3, 5, 6, 7, 8 and 9)
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. (Exit Level Outcomes 5, 7,8 and 9)
  • Demonstrate ethical and professional behaviour. (Exit Level Outcomes 3, 6, 8 and 9)
  • Lay the foundation for life-long learning and ongoing competency. (Exit Level Outcome 13) 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1 Descriptions of social welfare purposefully include the principles and characteristics of the developmental paradigm.
    1.2 Descriptions of the South African social welfare context reflect an understanding of the need to implement the developmental approach in service delivery.
    1.3 Assessments of social service programmes reflect the ability to identify and incorporate the fundamental principles of the developmental approach.
    1.4 Descriptions of the social auxiliary worker`s role take the South African context and the paradigm of development clearly into consideration.
    1.5 Descriptions accurately indicate the basics of how social welfare policies are formulated and accepted.

    2.1 Definitions of social auxiliary work and social work clearly highlight the differences between the two and their relationship with each other.
    2.2 Definitions of social auxiliary work accurately contain the fundamental elements of providing a supportive and complementary service to social work, focusing particularly on prevention, social development and care.
    2.3 Motivations for social auxiliary work pinpoint the substantial elements of the occupation`s critical role within the social welfare context.

    3.1 Practice appropriately reflects a concern for and commitment to social justice, respect for human diversity and the protection of human rights.
    3.2 Service delivery purposefully and consistently reflects ethical and professional practice, relationships and attitudes.

    4.1 Descriptions accurately summarise the process of passing legislation.
    4.2 Descriptions accurately highlight the various courts, their role players and scope within the judicial system from a social auxiliary work perspective.
    4.3 Descriptions clearly describe the sections in the Social Service Professions Act pertinent to social auxiliary work and social work and an understanding of the SACSSP`s role and functions.
    4.4 Descriptions correctly identify the significant sections of the legislation impacting on social service delivery.

    5.1 Descriptions appropriately explain human behaviour in terms of the life cycle of human beings from a social auxiliary work perspective.
    5.2 Descriptions clearly identify the importance, type and nature of human relationships.
    5.3 Descriptions clearly highlight the nature, extent, causes and impact of pertinent social issues from a social auxiliary work perspective.
    5.4 Practice clearly demonstrates the ability to develop and maintain a professional relationship with client systems.

    6.1 Descriptions clearly contain the basic theory of communication from the perspective of social auxiliary work.
    6.2 Service delivery incorporates appropriate plans for interventions to individuals, families, groups and communities in collaboration with the target group and the social worker.
    6.3 Services to individuals, families, groups and communities are appropriate and reflect a clear understanding of the processes involved in each social auxiliary work method.
    6.4 Practice reflects a clear identification and appropriate use of client systems` strengths and weaknesses.
    6.5 Services show an effective and appropriate use of communication skills in working with individuals, families, groups and communities.
    6.6 Practice demonstrates the effective use of basic problem-solving skills to address social needs.
    6.7 Services demonstrate the appropriate use of a basic knowledge of the dynamics involved in working with individuals, groups and communities.
    6.8 Participation in introductory research demonstrates effective implementation of this technique in social auxiliary work.

    7.1 Service delivery clearly demonstrates a basic knowledge of a wide range of resources.
    7.2 Referrals to appropriate resources are made effectively, according to accepted procedures.
    7.3 Networking with organisations/bodies/structures clearly reflect the ability to access the required information, assistance and support for client systems.

    8.1 Descriptions contain a clear understanding of the purpose and value of the team approach.
    8.2 Practice reflects a positive attitude towards the team approach.
    8.3 Services demonstrate correct identification of social work team members` roles and appropriate use of the roles.
    8.4 Descriptions reflect a clear understanding of the role and functions of multi-disciplinary/ sectoral teams.
    8.5 Practice purposefully reflects the ethics of teamwork.

    9.1 Descriptions of social and physical conditions/circumstances clearly demonstrate a basic understanding of their nature and impact on people`s social functioning.
    9.2 Descriptions correctly identify the role of the social auxiliary worker in conjunction with other professionals in assisting people with special needs.
    9.3 Practice demonstrates the ability to implement social auxiliary work interventions effectively with at least 3 of the priority focus groups.

    10.1 Descriptions correctly identify the necessity and responsibility for record-keeping and reporting on needs and interventions by the social work team.
    10.2 Records and reports reflect a clear understanding of the social auxiliary worker`s scope of practice.
    10.3 Reports and records meet the required standards for clarity, efficiency, effectiveness and purpose.
    10.4 All records and reports are stored according to the values and principles of social work and organisational requirements

    11.1 Descriptions clearly explain the importance of efficient administration and management in the organisational setting.
    11.2 Practice reflects appropriate understanding of the composition and procedures of meetings.
    11.3 Minutes of meetings are written that are a true reflection of the meetings and meet the organisation`s requirements.
    11.4 Descriptions clearly highlight the nature, value and processes of introductory research and the social auxiliary worker`s role.
    11.5 Introductory research is undertaken appropriately and effectively as a supportive service to the social worker.

    12.1 Descriptions correctly identify the main elements related to the funding of social services according to organisational context.
    12.2 Descriptions explain with clarity and understanding the procedures and methods for budgeting, financial administration and accountability when working in an organisation and with a client`s money.
    12.3 The nature, scope and procedures regarding all types of Social Security grants are described in detail.
    12.4 Practice demonstrates consistent accountability in terms of financial budgeting, procedures and administration.

    13.1 Personal strengths, attitudes and weaknesses as a social auxiliary worker are identified with clarity and maturity.
    13.2 The plan to address weaknesses and build skills shows a clear motivation to develop personal capacities, attitudes and skills under the guidance of a social worker.
    13.3 Practice demonstrates a clear understanding of and willingness to work as a social auxiliary worker under the supervision and guidance of a social worker.

    Integrated Assessment:

    Assessment is conducted on a continuous basis throughout the learning programme that contains both practical and theoretical components. The learner must work in a social service delivery agency under supervision of a social worker for the duration of the programme.

    The assessment by service providers and/or organisations integrates theory and practice and the related competencies.

    Assessment is continuous and integrated using a range of formative and summative methods, including:
  • Written and oral tests/examinations
  • Problem-solving/practical assignments and essays
  • Role-play and simulation sessions
  • Written reports
  • Peer group review
  • Case and project evaluations
  • Supervisor evaluations
  • Feedback from beneficiaries 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is unique to South Africa and is appropriate for the unique needs of social services in this country as well as other neighbouring countries within the Southern Africa region. It is envisaged that other SADEC countries may well use this qualification.

    This Certificate also provides a stepping-stone to other qualifications at higher levels for the previously disadvantaged. 

    ARTICULATION OPTIONS 
    This qualification provides access to the NQF Level 7 qualification in Social Work.

    It may also provide access to and recognition by a wide range of social service qualifications, when they are available, such as Child and Youth Care, Youth Work, Community Development and Probation Work. 

    MODERATION OPTIONS 
    Moderation must include both internal and external moderation of assessments. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors of theoretical and practical learning must meet the following criteria:
  • Be in possession of a Level 7 qualification in Social Work.
  • Be registered with the SACSSP as a Social Worker.
  • Have a minimum of 5 years practical social work experience.
  • Be registered as a qualified assessor by the relevant ETQA. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    Elective Component:

    In order to achieve the minimum of 8 credits for the Elective Component, a primary understanding of the policies, legislation and organisational functioning as well as the ability, within the team context, to respond as a social auxiliary worker in one of the following focus areas is required:
  • Child and Family Life
  • Child and Youth Care
  • Youth work
  • Disabilities
  • Drug abuse
  • Chronic illnesses
  • Mental Health
  • Older persons
  • Correctional services
  • Victim empowerment
  • Life Skills
  • Community work/development


    Specific Course Requirements:

    This qualification is expected to be delivered in the context of the work situation, since a large part of this course relies on practical experiences. Learners are thus expected to work at an organisation providing social services for the duration of the learning programme.

    Registration with the SACSSP as a learner social auxiliary worker is a statutory requirement for admission to the qualification.

    Providers of the learning programme fall into two main categories. A social service organisation may be accredited as a provider of both the theoretical and the practical components. In other words, the learner receives all education and training from one provider. In other cases, the organisation may be accredited to provide the practical component only and another provider is accredited for the theoretical learning component.

    Providers must be accredited by the relevant ETQA and this also applies to the fieldwork placements.

    Note: The recommended breakdown of this qualification is 30% theoretical learning and 70% practical experience. 
    		•

    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. ABM COLLEGE SA (PTY) LTD 
    2. Brooklyn Health Academy 
    3. Candy Nxusani Trading 
    4. Continuing Education For Africa 
    5. Dirang Events Cuisine And Construction 
    6. Edzani Community Development and Consultancy 
    7. Empirical Multidisciplinary Institute 
    8. LETHUKUKHANYA HEALTH INS 
    9. Lungile Mchunu Consultancy 
    10. Luxe Training College For Social Services 
    11. Mako Centre for Health t/a Mako Institute 
    12. Malaikas Education & Resourcing Consultants 
    13. Mamello Service Excellence 
    14. MLALAMANI SKILLS TRAINING AND DEVELOPMENT NPC 
    15. MSI Project Management and Skills Development 
    16. Najemo Training Institution (PTY) Ltd 
    17. National Institute Community Development and Management (NICDAM) 
    18. Ng Welsyn Vrystaat 
    19. Overcomers Training College (PTY) Ltd 
    20. Pascap Trust 
    21. People First Consulting And Education Institute (PTY) Ltd 
    22. Pretoria Technical College 
    23. Raidhi Skills Universe And Consulting (PTY) Ltd 
    24. Rishaka Development Service 
    25. Rophe Counselling Services 
    26. Rostec College Of Health Science Pty Ltd 
    27. Soyisa Learning Institute (PTY) Ltd 
    28. TJ Social Work Services 
    29. ZIGNA HOLDINGS 
    30. Zimeleni Consulting 
    31. Zuzulwazi Development 


    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.