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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|Further Education and Training Certificate: Community Health Work|
|SAQA QUAL ID||QUALIFICATION TITLE|
|64697||Further Education and Training Certificate: Community Health Work|
|SGB Ancillary Health Care|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|HW SETA - Health and Welfare Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|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||156||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|
|49131||Further Education and Training Certificate: Community Health Work||Level 4||NQF Level 04||156||Complete|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
This Qualification is for any individual who is, or wishes to be, involved in Ancillary Health Care services. A learner who has achieved this qualification will integrate a range of awareness and competences to practice the roles of health promoter, health provider and health networker within a community development context.
Learners working towards this Qualification will find that the acquisition of competence in the Unit Standards, which make up the Qualification, will add value to their work performance. This Qualification is intended to enhance the provision of entry-level service within the field of health care within all sectors.
Learners who complete this qualification will have better self and social awareness and will possess a range of thinking and problem solving skills. In addition, they will possess the competence required to perform community health functions in a complex developing world context. They will have the skills required for employment by a range of government and social sector employers, will be in possession of a further education and training certificate and will be eligible for certain credit recognition in various higher education health qualifications.
Qualified learners in this field will provide a service that will assist communities to better manage their own health and wellness. They will have the skills to work as team members and as providers of support services within a multidisciplinary health care team.
In addition, recipients will be able perform some of the following according to their choice of electives:
> The client's home.
> A community care centre.
> The broader community.
The South African Government is committed to combining the national human resource development strategy with the rapid upgrading of service delivery to all of the nation's communities.
An integral part of this strategy is initiatives to strengthen communities` abilities to empower themselves to participate in the political, economic, social and development spheres of South African life. Two key components in this empowerment are communities` abilities to integrate with and access state services, and their ability to further the health and wellness of community members.
There is no doubt from the international experience of Community Health Workers (CHW) that they play a role in improving basic health status of communities. In South Africa, the important supportive role of CHWs in the provision of health care services has been extensively documented. This contribution is further exemplified in those parts of the country where there is a shortage of professional health workers to provide the necessary health care services based on identified needs.
The Department of Health is leading the implementation of a multi-professional team-based approach to health care delivery, where each member of the team has a defined role to ensure that there is no duplication and overlapping of functions.
Since Ancillary Health Care workers are found throughout the country - from established urban areas to scattered farms and deep rural areas - the type of learner to enter for this qualification is equally varied. The first level qualification in the bouquet is at NQF Level 1, ABET Level 4 and the last qualification is the FETC: Community Health Work at NQF Level 4. As a result, learners will vary in age, in background and in level of formal schooling. The common denominator is the desire to help their fellow beings.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
Computer Literacy at NQF Level 3 is strongly recommended.
Recognition of Prior Learning:
The structure of this Unit Standards' based Qualification makes the Recognition of Prior Learning (RPL) possible. RPL will be done by means of an Integrated Assessment during which the learner should be able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification.
RPL may allow for accelerated access to further learning. All RPL is subject to quality assurance by the relevant accredited Education and Training Quality Assurance Body (ETQA) or ETQA that has a Memorandum of Understanding in place with the relevant ETQA. RPL is conducted by a registered assessor who is accredited by the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
Access to the Qualification:
Access to this Qualification is open, bearing in mind the conditions of the Learning Assumed to be in Place. It is preferable, however, for the learner to have completed 12 formal years of schooling or equivalent vocational qualifications.
|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 156 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 84 credits, all of which are compulsory.
The Unit standards in the Core Component will equip the learner with the essential skills and knowledge required to effectively perform the Ancillary Health Care function. The Core Unit Standards consist of competencies relevant to managing individual and team performance to achieve health care objectives, examining the effects of fatigue in the workplace, assisting with the facilitation and implementation of primary health care projects within a community, including conducting a needs assessment and advocating campaigns to support these projects.
The Elective Component consists of a number of Unit Standards. Learners are to choose a combination of Unit Standards to the minimum value of 16 credits.
|EXIT LEVEL OUTCOMES|
|1. Assist in planning and implementing promotion programmes for Health Care within communities.
2. Assist in the facilitation and implementation of primary health care projects within the community.
3. Achieve ancillary health care objectives within own community/work context.
Critical Crossfield Outcomes:
In addition this qualification contributes to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make the individual aware of the importance of:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Basic community needs assessments are conducted to determine priority health needs within the community.
1.2 An understanding of the Health Care system in South Africa is demonstrated with examples and in relation to own community priorities and objectives.
1.3 An understanding of the Primary Health Care approach is demonstrated in relation to own objectives to promote health care in own community.
1.4 An understanding of advocacy principles and processes are demonstrated in order to assist stakeholders in putting advocacy plans together.
1.5 Assistance is provided in the implementation, monitoring and evaluation of awareness campaigns arising from advocacy plans.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 Community needs assessments are evaluated to determine priority health care projects within the community.
2.2 Stakeholders are identified and engaged to ensure effective impact of Primary Health Care projects.
2.3 Health care projects are identified and planned in consultation with the community.
2.4 Health care projects are implemented in line with priority needs in own work context.
2.5 Health care projects are monitored and evaluated on an ongoing basis.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Individual and team performance is managed on an ongoing basis according to objectives that need to be achieved.
3.2 Business plans are produced as a management tool to effectively manage health care projects within the community.
3.3 Targeted training and development is conducted amongst teams and with other community health workers to achieve objectives.
3.4 The effects of fatigue in the workplace are managed to ensure productive work teams.
3.5 Stress management techniques are demonstrated as a self-help tool for primary health care workers in order to ensure ongoing productivity in achieving health care objectives.
3.6 Occupational health and safety procedures are implemented and adhered to on an ongoing basis.
A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.
|There are no internationally recognised qualifications for Ancillary Health Care workers. This qualification, as an outcomes' based education programme, is uniquely South African and is appropriate for the unique requirements in this country. It can be adapted to neighbouring (SADC) and other third-world countries.
Other countries, affected by the global shortage in the health sector workforce, have responded with initiatives using Community Health Workers and have created facilitative training initiatives for them. However, much Ancillary Health training is reactive in response to regional needs rather than proactive, as this qualification attempts to be. Whilst the content of qualifications and skills programmes varies from country to country, based on current urgent needs, they are comparable in content and level. Common themes enable Community Health Workers to act as a bridge between the community and the health care system and deal directly with some simpler community based problems.
The academic background and training of Community Health Workers vary widely in different regions. According to the World Health Organization, Community Health Workers should have a level of basic education that enables them to read, write, and do simple mathematical calculations.
Globally, Community Health Workers provide basic health services to a large number of populations, including poor people from rural areas. However, their efficiency is limited by lack of knowledge and skill. Continuing medical education and training programmes should provide problem oriented education, which would enable Community Health Workers to conduct programmes and provide primary health care.
Nepal, India, Bangladesh, Brazil, South East Asia:
Countries and continents using Community Health Workers include, but are not limited to, Nepal, India, Bangladesh, Brazil, South East Asia and Africa.
United States of America, Canada and the United Kingdom:
In some parts of the United States, Canada and the United Kingdom, in response to changing demographics and an influx of immigrants from diverse regions (Cambodia, Vietnam, and Thailand), ancillary health care programmes to and training for Community Health Workers have also been introduced.
United States of America:
The Minnesota Department of Health uses bilingual Community Health Workers to act as health guides or bridges between the health care system and patients in immigrant communities. Their roles include informal counselling, social support, and health education, enrolment in health insurance programs, advocacy, and referral and follow up services. Community Health Worker programmes have been found to be both cost effective and to improve health outcomes among minority and immigrant populations. Training programmes have been developed by the Healthcare Education Industry Partnership and the Blue Cross Blueshield Foundation and are presented at a number of institutions, e.g. The Minneapolis Community & Technical College, which] provides a Community Health Worker Enhanced Role Certificate consisting of 17 Credits made up as follows:
Other states with diversity issues utilising such programmes include Texas and California.
Project based training:
In much of Africa, Ancillary Health Care workers are trained as part of international aid projects.
The community based HIV/AIDS Prevention and Support Project used and trained Community Health Workers using a 'cascading' method. A group of 250 master trainers trained larger groups of trainers who trained even larger groups of Community Health Workers and HIV/AIDS counsellors in community home-based care. Through this process almost 1,500 Community Health Workers were trained and provided continuing support to over 71,000 primary care givers.
Community Health Workers taught primary caregivers simple nursing skills such as the proper way to turn a client, how to wash the client in bed, nutritional needs, proper storage of drugs and monitoring adherence, and the importance of encouragement and avoiding stress.
Community Health Workers also helped patients and their families identify resources such as food security and financial support provided by local community and faith-based organizations.
An examination of the situation within the SADC region indicates that the region is aware of the needs that can be met by such programmes. However, South Africa seems to be taking the lead in this regard and there is little comparative literature available on existing SADC programmes.
On the whole the Further Education and Training Certificate: Community Health Care compares more than favourably with the courses and/or programmes in Community Health Work offered internationally. It is much more comprehensive and intensive than most programmes offered or accredited by organisations and/or institutions abroad.
This qualification, as an outcomes' based education programme, is unique to South Africa and is appropriate for the specific requirements of this country in terms of holistic and comprehensive health care and delivery. This qualification can be adapted to individual sub-Saharan countries and more especially, the SADC region countries, as well as all other countries with similar health provision services.
|This Qualification articulates horizontally with:
It articulates vertically with:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor for this Qualification, the applicant should be:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|This qualification replaces qualification 49131, "Further Education and Training Certificate: Community Health Work", Level 4, 156 credits.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||260406||Assist in facilitating and implementing primary health care projects within the community||Level 4||NQF Level 04||12|
|Core||260379||Assist with planning and implementing advocacy campaigns for primary health care||Level 4||NQF Level 04||10|
|Core||110053||Conduct a basic community needs assessment||Level 4||NQF Level 04||12|
|Core||117870||Conduct targeted training and development using given methodologies||Level 4||NQF Level 04||10|
|Core||120366||Demonstrate understanding of the implementation of occupational health, safety and environmental legislation in the work place||Level 4||NQF Level 04||9|
|Core||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|
|Core||260378||Manage the effects of fatigue in the workplace||Level 4||NQF Level 04||9|
|Core||260383||Plan and promote nutritional programmes to improve health||Level 4||NQF Level 04||12|
|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||120391||Apply leadership skills to relationship management||Level 4||NQF Level 04||8|
|Elective||117484||Apply palliative care principles when assisting and supporting the child and family to manage life threatening disease||Level 4||NQF Level 04||12|
|Elective||117865||Assist and support learners to manage their learning experiences||Level 4||NQF Level 04||5|
|Elective||115076||Deliver a monologue for a known audience on a familiar topic using South African Sign Language||Level 4||NQF Level 04||10|
|Elective||115073||Demonstrate knowledge of Deaf culture, the Deaf community and technology, services and education for the Deaf in South Africa||Level 4||NQF Level 04||8|
|Elective||115078||Demonstrate the production and reception of regional South African Fingerspelling||Level 4||NQF Level 04||4|
|Elective||260377||Develop and implement a community based rehabilitation programme||Level 4||NQF Level 04||10|
|Elective||117505||Educate and support parents in childcare||Level 4||NQF Level 04||12|
|Elective||115074||Engage in short conversations with a Deaf person on a familiar topic using SASL||Level 4||NQF Level 04||6|
|Elective||120389||Explain and apply the concept, principles and theories of motivation in a leadership context||Level 4||NQF Level 04||6|
|Elective||260380||Facilitate the optimal functioning of the client with intellectual disability||Level 4||NQF Level 04||15|
|Elective||115077||Give and ask for directions to places and locations, using South African Sign Language||Level 4||NQF Level 04||4|
|Elective||117504||Identify and support the abused child||Level 4||NQF Level 04||6|
|Elective||242821||Identify responsibilities of a team leader in ensuring that organisational standards are met||Level 4||NQF Level 04||6|
|Elective||260382||Institute preventive measures to reduce the potential impact of disasters||Level 4||NQF Level 04||15|
|Elective||114586||Manage finances of a new venture||Level 4||NQF Level 04||5|
|Elective||11473||Manage individual and team performance||Level 4||NQF Level 04||8|
|Elective||114589||Manage time productively||Level 4||NQF Level 04||4|
|Elective||242819||Motivate and Build a Team||Level 4||NQF Level 04||10|
|Elective||115079||Perform everyday communicative tasks using South African Sign Language||Level 4||NQF Level 04||4|
|Elective||114592||Produce business plans for a new venture||Level 4||NQF Level 04||8|
|Elective||117496||Provide care and support to an elderly person||Level 4||NQF Level 04||10|
|Elective||120300||Analyse leadership and related theories in a work context||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||260381||Facilitate community education for clinical research trials||Level 5||Level TBA: Pre-2009 was L5||10|
|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.
|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.
|3.||African Medical & Research Foundation|
|4.||Agency For Re-Innovation And Development|
|5.||Alberton Methodist Care & Relief Enterpr|
|7.||Armar Health and Training Service|
|8.||Azuphile Trading (Pty) Ltd|
|10.||Bhizikazana Management And Trading (PTY) Ltd|
|11.||Brooklyn Health Academy|
|12.||CAMBLISH TRAINING INSTITUTE|
|13.||Candy Nxusani Trading|
|14.||Chrismog Consulting Firm|
|15.||Edzani Community Development and Consultancy|
|16.||Ekhaya Health Care Centre (PTY) Ltd|
|17.||Ekufundeni Training School|
|18.||Emakhandeni Trading and Projects|
|19.||Empirical Training Agency (PTY) Ltd|
|20.||Enkanyezini Life Skills Institute CC|
|21.||Expectra 183 PTY LTD|
|22.||Ezinhle Coaching And Development (PTY) Ltd|
|23.||FUNDA COMMUNITY TRAINING CENTRE PRIMARY CO-OPERATIVE LIMITED|
|24.||Gem Health Care Workers Training (PTY) Ltd|
|25.||Glen Lilly Training College Pty Ltd|
|26.||Ichtus Business Consultants|
|27.||Indlela Yempilo Consulting cc|
|28.||Inkwanca Home Based Care Centre|
|29.||Kamogelo Home Base Care|
|31.||Kuluvuyo Consultancy And Wellness|
|32.||Lethubuntu Health care services|
|33.||Light and Life Centre|
|34.||Malwandla Health Care Training Centre|
|35.||Mamello Service Excellence|
|36.||Martiq 1223 cc|
|37.||Mary Hope Health Care|
|38.||Mathcy Trading and Projects|
|39.||Moretele Sunrise Hospice|
|40.||Nascence Education and Training Solutions|
|41.||National Institute Community Development and Management (NICDAM)|
|42.||NCHEBEKO SKILLS CONSULTANCY|
|43.||Nhlambeto Health Services|
|44.||Nkxaso Training Centre|
|45.||Norah Health Academy|
|46.||Phiwokuhle Projects CC|
|47.||Risenga Health Technologist (PTY) Ltd|
|48.||Roma Training Institute|
|49.||Rose Of Sharoh Pty Ltd|
|50.||Savf Training Centre|
|51.||Sethemba Health Care Training Academy|
|52.||Solly''s SkillsTraining Centre|
|53.||South Cape Public FET College - George Campus|
|54.||Taupe Consulting (PTY) Ltd|
|55.||Tendazwau Trading 8|
|56.||Thaleba Promotions and Events Management|
|57.||The Order of St John for South Africa|
|58.||The South African Red Cross Society|
|59.||Thuto Bophelo Nursing Academy Bk|
|60.||Vala Nge Bhetshu Human Capital Development (Pty) Ltd|
|61.||Victory Education Group (PTY) Ltd|
|62.||Vongani Skills Development Centre|
|63.||Witbank Engineering Varsity (PTY) Ltd|