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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: 

Higher Occupational Certificate: Social Auxiliary Worker 
SAQA QUAL ID QUALIFICATION TITLE
124506  Higher Occupational Certificate: Social Auxiliary Worker 
ORIGINATOR
Development Quality Partner - HWSETA 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
QCTO - Quality Council for Trades and Occupations  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Occupational Certificate  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  Not Applicable  NQF Level 05  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0632/25  2025-06-03  2030-06-03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2031-06-03   2034-06-03  

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 this qualification is to prepare a learner to operate as a Social Auxiliary Worker.

A Social Auxiliary Worker provides support services to social work profession in accordance with relevant legislation. A competent learner shall demonstrate among others the following attributes: honesty, integrity, punctuality, self-motivated, responsibility, accountability, interpersonal relations, ethical behaviour, well organised, self-confidence, confidentiality, etc.

A qualified learner will be able to:
  • Conduct screening activities with individuals and families in a non-therapeutic manner to identify the need for a service and implement social intervention strategies for casework (micro practice or work with individuals/families).
  • Facilitate group activities in a non-therapeutic manner to identify the need for a service and implement social intervention strategies for groups (messo practice or work with groups).
  • Profile communities and implement social intervention strategies for community work (macro practice or work with communities).
  • Perform administrative task as per norms and standards.

    Rationale:
    One of the national priorities in South Africa is to address the many social development needs prevalent among individuals, families, groups, and communities. Social Auxiliary Work and Social Work are acknowledged as being essential to address these priority social needs. This is in line with the National Development Plan (2012) priority for capacity building within the sector.

    The need for Social Auxiliary Workers in South Africa was identified, leading to the role and functions of Social Auxiliary Work being defined in the Regulations to the Social Service Professions Act 1978 (Act No. 110 of 1978) as amended. Social Auxiliary Work is defined 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". The 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. To provide this assistance and support to the social work team, a qualification in Social Auxiliary Work and registration with the South African Council for Social Service Professions (SACSSP) is necessary. This will empower Social Auxiliary Workers to assist Social Workers in the rendering of developmental social welfare services.

    The qualification was reviewed in collaboration with among others, the following organisations: National Department of Social Development (NDSD) representatives, Provincial Department of Social Development (PDSD), Korema (learning material developers), SACSSP, Khanya Family Centre, North west Provincial Social Work Veterans Forum (NWPSWV) and Western Cape Social Veterans Forum (WCSVF). This qualification replaces the currently registered occupationally based Social Auxiliary Work qualification.

    This qualification is for individuals, either new or currently practicing within the social services industry, who want to pursue a career as a Social Auxiliary Worker. Upon completion of the qualification, qualified learners will provide supportive services in specialised fields or focus areas of social work, under the guidance and supervision of a Social Worker.

    Provision has been made for career mobility within the social service sector. Learners can pursue careers related to victim empowerment officer, assistant probation officer, community care giver, childcare worker, rehabilitation counsellor, etc.

    Learners who successfully complete this qualification can advance their careers within social services by pursuing higher level qualifications in social work, thus taking additional responsibilities such as supervision and guidance of Social Auxiliary Workers, performing managing roles in institutions such as Non-Government Organisations, National and Local government, and / or pursuing entrepreneurial opportunities.

    This qualification will enable the qualifying learner to meet the requirements for registration as a Social Auxiliary Worker with the South African Council for Social Service Professionals (SACSSP). Registration with the SACSSP will open employment opportunities.

    The industry will benefit from the qualification through services rendered by qualified practitioners. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL for access:
    Learners will gain access to the qualification through RPL for Access as provided for in the QCTO RPL Policy. RPL for access is conducted by accredited education institution, skills development provider or workplace accredited to offer that specific qualification/part qualification.

    RPL for credits:
    Learners who have acquired competencies of the modules of a qualification or part qualification will be credited for modules through RPL.

    RPL for access to the external integrated summative assessment:
    Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Accredited providers and workplaces must confirm prior learning by issuing a statement of result.

    Entry Requirements:
  • An NQF Level 4 qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:

    Knowledge Modules:
  • 341203-000-01-KM-01, The Origin and Development of Social Welfare, Work and Social Work and Social Auxiliary Work in South Africa, NQF Level 5, 10 Credits.
  • 341203-000-01-KM-02, Social Services Legal Framework within the South African Context and Beyond, NQF Level 5, 10 Credits.
  • 341203-000-01-KM-03, Fundamentals of Human Development, NQF Level 5, 15 Credits.
  • 341203-000-01-KM-04, Social Work Methods and Techniques, NQF Level 5, 25 Credits.
  • 341203-000-01-KM-05, Social Auxiliary Work Services, NQF Level 5, 10 Credits.

    Total number of credits for Knowledge Modules: 70

    Practical Skill Modules:
  • 341203-000-01-PM-01, Conduct Screening Activities with Individuals and Families in a Non-therapeutic Manner to Identify the Need for a Service and Implement Social Intervention Strategies for Case Work (Micro Practice or Work with Individuals/Families), NQF Level 5, 10 Credits.
  • 341203-000-01-PM-02, Facilitate Group Activities in a Non-therapeutic Manner to Identify the Need for a Service and Implement Social Intervention Strategies for Groups (Messo Practice or Work with Groups), NQF Level 5, 15 Credits.
  • 341203-000-01-PM-03, Profile Communities and Implement Social Intervention Strategies for Community Work (Macro Practice or Work with Communities), NQF Level 5, 15 Credits.
  • 341203-000-01-PM-04, Perform Administrative Task as per Norms and Standards, NQF Level 4, 5 Credits.

    Total number of credits for Practical Skill Modules: 45

    Work Experience Modules:
  • 341203-000-01-WM-01, Basic Counselling Processes with Individuals and Families in a Non-therapeutic Manner and Implementation of Social Intervention Strategies for Case Work (Micro Practice or Work with Individuals/Families), NQF Level 5, 20 Credits.
  • 341203-000-01-WM-02, Facilitation of Basic Non-therapeutic Processes with Groups and Implementation of Social Intervention Strategies for Group Work (Messo Practice or Work with Groups), NQF Level 5, 20 Credits.
  • 341203-000-01-WM-03, Profiling Communities to Inform Social Services Interventions and Implementing Social Intervention Strategies for Community Work (Macro Practice or Work with Communities), NQF Level 5, 20 Credits.
  • 341203-000-01-WM-04, Administrative Processes, NQF Level 5, 5 Credits.

    Total number of credits for Work Experience Modules: 65 
    		•

    EXIT LEVEL OUTCOMES 
    1. Conduct screening activities with individuals and families in a non-therapeutic manner to identify the need for a service and implement social intervention strategies for casework (micro practice or work with individuals/families)
    2. Facilitate group activities in a non-therapeutic manner to identify the need for a service and implement social intervention strategies for groups (messo practice or work with groups).
    3. Profile communities and implement social intervention strategies for community work (macro practice or work with communities).
    4. Provide administrative support to social work profession. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    ELO 1: Conduct screening activities with individuals and families in a non-therapeutic manner to identify the need for a service and implement social intervention strategies for casework (micro practice or work with individuals/families)
  • Prepare the setting.
  • Use various techniques to build rapport and ongoing trust relationship, if necessary, with the individuals and families.
  • Explain screening and/or assessment processes to client system.
  • Choose the screening and/or assessment tools for the applicable scenario.
  • Gather and generate information regarding the individuals and families (micro practice or work with individuals/families).
  • Assess information gathered or generated from the individual and families (micro practice or work with individuals/families).
  • Verify the authenticity of information provided as per organisational requirements.
  • Perform planning activities with the individual and families (micro practice or work with individuals/families).
  • Record the presented problem.
  • Implement the necessary action based on the presented information (actions may include internal and external referrals, provision of required information, processing of documents.).
  • Evaluate the implemented plan.
  • Open individuals and families' (micro practice or work with individuals/families) files or update according to recommended processes.
  • Inform individuals and families (micro practice or work with individuals/families) about the outcome of the session.
  • Terminate or follow-up the case related to individuals and families (micro practice or work with individuals/families).

    Associated Assessment Criteria for Exit Level Outcome 2:
    ELO 2: Facilitate group activities in a non-therapeutic manner to identify the need for a service and implement social intervention strategies for groups (messo practice or work with groups).
  • Assess the presented information from relevant sources (sources might include but not limited to supervisor, caseload, need from communities, etc.)
  • Compile for approval by the relevant personnel (relevant personnel may include but not limited to supervisor or the organisation) and communicate approval of thereof, possible timeframes, recommendations by supervisor, etc.).
  • The types of groups each member will go in are determined.
  • Verify the authenticity of information provided is verified as per organisational requirements.
  • Record the presented problem.
  • Use available data, resources and organisational priorities and mandates, to determine the level of urgency regarding the problem.
  • Take the necessary action, based on the presented information (actions may include internal and external referrals, provision of required information, processing of documents.).
  • Engage and recruit anticipated group members.
  • Invite confirmed group members to the first group session.
  • Prepare the settings.
  • Create conducive environment.
  • Build Rapport with the group.
  • Identify and confirm the appropriate intervention strategy.

    Associated Assessment Criteria for Exit Level Outcome 3:
    ELO 3: Profile communities and implement social intervention strategies for community work (macro practice or work with communities).
  • Perform planning for the project with the supervisor (community profiling project).
  • Establish point of entry.
  • Perform the necessary administration functions as per the organisational policies and procedures (scheduling an appointment, completion of community form, completion of a pro-forma form for approval, etc.).
  • Obtain approval from the supervisor.
  • Obtain a written approval through engagements with external stakeholder (external stakeholders may include the chief, ward councillor, mayor, Induna, community leaders, etc.).
  • Build Rapport with external stakeholders for mutually beneficial problem solving.
  • Gather, (generate), organise necessary resources and verify their availability through engagements with stakeholders. (Resources may include questionnaires, interview schedules, transportation resources, human resources, etc.).
  • Conform the appropriate intervention strategy with stakeholders.
  • Perform planning activities with stakeholders for the implementation of the intervention strategy (both human and financial resources, relevant documentation which may include promotional materials, timeframes, establishment of committees, etc.).
  • Draw intervention plan with stakeholders and assign responsibilities to stakeholders.
  • Draw the programme with stakeholders before the scheduled date.
  • Engage stakeholders in the implementation of the planned intervention strategy (awareness sessions as per the intervention strategy, distribution of promotional or service material, evaluation forms by participants, etc.).
  • Monitor and pre-evaluate progress based on timeframes and expected outcomes with stakeholders, on an on-going basis.
  • Compile process reports per engagement in accordance organisational procedures.
  • Evaluate the impact of the intervention strategy with stakeholders to determine outcome.
  • Terminate the process according to organisational procedures.
  • Compile and submit a summary report to the supervisor or Social Worker for approval
  • Inform the supervisor about the termination process.

    Associated Assessment Criteria for Exit Level Outcome 4:
    ELO 4: Provide administrative support to social work profession.
  • Identify, select and utilise administration tools and resources in social work accordingly) tools may include but not limited to templates, intake forms, process note forms, referrals, etc.).
  • Generate and capture correct information diligently using the relevant administration tool(s).
  • Complete and store appropriate documentation is for record keeping.
  • Apply organisation's administration policies and procedures.
  • Adhere to ethical and professional conduct when performing administrative functions.

    Integrated Assessment:
    Formative Assessments conducted internally
    Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment.

    Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained.

    Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided.

    Integrated Summative Assessments conducted Internally
    Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed.

    An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification or skills programme.

    Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc.

    The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA.



    External Integrated Summative Assessment (EISA) - a national assessment
    The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner.

    For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating:

    The attainment of all modules for the Knowledge, Practical and Work Experience modules
    OR
    The attainment of all modules for the Knowledge and Application Components.

    The Skills Development Provider will implement Internal Assessment for Modules as stipulated in the form of Internal Assessment Criteria (IAC) found in the QCTO curriculum document.

    Accredited SDPs should have well-designed, relevant, learning resources and explicit Formative and Summative Assessment Strategies to prepare learners for the EISA. 
    		•

    INTERNATIONAL COMPARABILITY 
    The South African Social Auxiliary Worker occupational qualification was compared with qualifications registered on the National Qualifications Frameworks of countries such as United States of America (USA) and New Zealand.

    United States of America
    Michigan State University offers Bachelor of Arts in Social Work. The qualification is aimed at preparing students for beginner social work practice. It is designed to prepare students for general social work practice. The qualification is accredited by the Council on Social Work Education. Upon completion, learners will be credited with 120 credits.

    The qualification comprises both compulsory and electives modules.

    Compulsory:
  • Introductory Psychology.
  • Introduction to Sociology.
  • Introduction to Human Nutrition.
  • Introductory Human Genetics.
  • Introductory Physiology
  • Brain and Behaviour.

    Electives: Any one of the following modules
  • Introduction to Microeconomics.
  • Introduction to Macroeconomics.

    Entry into the qualification is high school Grade Point Average certificate and proficiency in English.

    Similarities:
  • Similarities between the South African Occupational Certificate: Social Auxiliary Worker qualification and Bachelor of Arts in Social Work qualification offered by the Michigan State University were noted, in terms of purpose statement and content covered. > Similarities were also noted with the type of learners the qualifications are aimed at.
  • Entry requirements have also been found to be similar.

    Differences:
  • Differences have been found with the structure of the qualifications. The South African qualification comprises knowledge modules, practical skills modules and work experience modules. On the other hand, the structure of the Social and Human Services Assistant qualification offered in USA is not clear.
  • Comparison with levels, duration and credits was not possible as these were not specified for the Social and Human Service Assistants qualification.

    New Zealand
    The University of Otago in New Zealand offers a National Diploma in Social and Community Work which does show similarities with this qualification, and it is pitched at a similar NQF Level 5. The contents cover the following topics:
  • Families and Family Practice.
  • Social Services.
  • Community Dynamics.
  • Organisational Change.
  • Social Problems and Policies.
  • Issues in Social Development.

    All the above-mentioned topics are covered in the South African Occupational Certificate: Social Auxiliary Worker qualification. The New Zealand Diploma tends to be more academic in nature and does not include the same extent of work experience (work-based learning). 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal, diagonal and vertical articulation options.

    Horizontal Articulation:
  • None. All possible articulation options have reached the end date or will soon reach the end date.
  • Higher Certificate in Auxiliary Nursing, NQF Level 5.

    Vertical Articulation:
    None. All possible articulation options have reached the registration end date or will soon reach the end date.

    Diagonal Articulation:
    Bachelor of Social Science in Sociology, NQF Level 7. 
    		•

    NOTES 
    Additional Legal or Physical Entry Requirements:
  • None.

    Criteria for the accreditation of providers
    Accreditation requirements, against which Skills Development Providers (SDP) and Assessment Centres, will be accredited, is found in the Curriculum Document, as listed below.

    The curriculum title and code are: Social Auxiliary Worker: 341203-000-01.

    Encompassed Trade:
  • None.

    Assessment Quality Partner (AQP
    Health and Welfare Sector Education and Training Authority (HWSETA). 
    		•

    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.
     
    NONE 


    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.