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.

Certificate: Home Health Care 
16691  Certificate: Home Health Care 
Intec College 
QCTO - Quality Council for Trades and Occupations  OQSF - Occupational Qualifications Sub-framework 
National Certificate  Field 09 - Health Sciences and Social Services  Preventive Health 
Undefined  120  Level 3  NQF Level 03  Regular-Provider-ELOAC 
Passed the End Date -
Status was "Reregistered" 
SAQA 06120/18  2018-07-01  2023-06-30 
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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
104792  Occupational Certificate: Home Based Personal Care Worker  Not Applicable  NQF Level 03  135  Complete 

The primary purpose of the qualification is to provide knowledge and skills qualifying learners with the ability to assist people with health care at home and in their communities. 

Learners who register for this qualification should demonstrate:
  • The ability to express themselves clearly and correctly both orally and in writing in English;
  • The ability to apply numerical skills, including basic arithmetic (add, subtract, divide, multiply);
  • A basic interest or experience in the nature, role and practice of health care services;
  • Competence at Grade 10 or equivalent level or PRL or alternatively older than 16 years.

    Recognise prior learning:

    This qualification recognises, through the submission of portfolios of evidence, the formal/non-formal/informal prior learning which learners who register for the programme leading to the award of the qualification bring to the learning situation.

    This qualification may be achieved in whole or in part through the recognition of prior learning. 


    This qualification may be achieved in whole or in part through the recognition of prior learning. 

    Critical Cross-field Outcomes:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Interact effectively with other s as a member of a team, group, organisation and community.
  • Organise and manage one's time and activities responsibly and effectively.
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and language skills in the modes of oral and/or written presentation.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrate an understanding of the world as a set of related systems by recognising that the problem-solving context does not exist in isolation.

    Specific Outcomes:
  • Explain the purpose of a home carer or caregiver.
  • Discuss some of the changes health care has had on home care.
  • Identify the responsibilities of the caregiver.
  • Discuss the rights of the patient.
  • Identify community health resources.
  • Define microorganism and infection control.
  • List the conditions necessary for microorganisms to grow.
  • List the ways microorganisms are spread.
  • Define medical asepsis.
  • Discuss safety and fire protection.
  • Discuss the reasons for giving oral hygiene.
  • Demonstrate the proper way to give oral hygiene.
  • Demonstrate the proper way to clean dentures.
  • Demonstrate the proper way to give oral hygiene to an unconscious patient.
  • Describe the structures and functions of cells, tissues, organs, and systems.
  • Explain how body systems work together.
  • Discuss ways your knowledge of body systems will help you to give better patient care.
  • Explain the term "vital signs".
  • State the average adult normal rate for vital signs.
  • Explain when vital signs are measured.
  • Demonstrate the proper way to do a specimen collection.
  • Support the rehabilitation of the patient.
  • Discuss the most common signs and symptoms of hypertension.
  • Discuss your role in caring for patients with hypertension.
  • Demonstrate ability to take care of people suffering from terminal diseases.
  • Demonstrate ability to understand and take care of a dying person.
  • Describe your role as a caregiver when caring for a geriatric patient.
  • Identify some characteristics of good mental health.
  • Identify some misconceptions about mental disabilities.
  • Describe your role as a caregiver when caring for a patient who is mentally disabled.
  • Apply appropriate emergency and special procedures.

    Specific Outcomes addressed in each unit:

    Introducing Distance Education:
  • Considered the advantages and disadvantages of distance learning;
  • Experimented with ways of communicating with your tutor;
  • Learned about the communication process as it is used in this course;
  • Developed your language skills; and
  • Learned that there are advantages and disadvantages to every endeavour in life; we must maximise the advantages and minimise the disadvantages.
  • Shown that you know about different types of goals and how they are associated with our roles in life;
  • Understood that goals are necessary if we want to lead a fulfilled life;
  • Demonstrated your improved writing skills particularly with regard to using the past tense and writing in paragraphs;
  • Extracted information from a passage; and
  • Applied new vocabulary.
  • Extracted information from a passage;
  • Used information-ordering skills (prioritised);
  • Learnt how to live your life in a more motivated way;
  • Understood certain aspects of human behaviour; and
  • Added to your vocabulary.
  • Learnt how to recognise constructive, neutral and unconstructive activities;
  • Drawn up a weekly planner and a semester planner;
  • Prioritised activities;
  • Recognised the value of time;
  • Filled in a questionnaire, drawn a pie chart followed a list of instructions that will teach you how to colour code, filled in a time schedule; and
  • Recognised the value of planning ahead.
  • Analysed your study environment to see how suitable it is;
  • Investigated ways of organising your study environment;
  • Discovered strategies for limiting disturbances;
  • Learned how to organise and apply group study methods;
  • Developed information-processing skills such as ranking; clustering and presenting information visually; and
  • Improved your understanding of grammar and your command of vocabulary.

    Understanding English Language Use:
  • Discovered ways in which you can practice reading;
  • Become familiar with the different purposes of writing; and
  • Taken practical steps towards becoming a better writer.
  • Started your own vocabulary list;
  • Built words using prefixes, suffixes and roots; and
  • Improved your spelling.
  • Considered which type of dictionary to use;
  • Placed words in alphabetical order; and
  • Discovered all the functions of the dictionary to:
    o Give meaning of unknown words;
    o Check spelling;
    o Give pronunciation help;
    o Describe the possible function of a word;
    o Find colloquial (everyday English) fixed expressions;
    o Check plurals;
    o Find out whether nouns are countable or uncountable; and
    o Check whether verbs can have an object after them or not.
  • Revised briefly what you know of parts of speech;
  • Seen the difference between sentences and sentence fragments;
  • Recognised word order (subject and predicate) in a sentence; and
  • Found the verb in the predicate and the noun or pronoun in the subject.
  • Found different kinds of subjects in sentences;
  • Used different kinds of pronouns as the subjects of sentences;
  • Made the subject and the verb agree with each other; and
  • Used articles and adjectives which often go with the subject word.
  • Used the helping verb;
  • Changed verbs to agree with their subjects; and
  • Changed verbs to show time.
  • Distinguished between the three types of sentences; and
  • Answered the three types of questions.
  • Learnt how to use the passive voice in appropriate situations; and
  • Translated direct speech into reported (indirect) speech.
  • Used full stops, question marks and exclamation points to separate sentences;
  • Used commas, semicolons and colons to make sense of phrases and parts of a sentence within a sentence;
  • Capitalised beginning letters of words and abbreviations where necessary; and
  • Used the apostrophe to show possession and to show that a letter has been left out.

    Study Skills
  • Processed the information given in order to understand it;
  • Practiced the cognitive skills of brainstorming, categorising and questioning;
  • Consciously accessed frames of reference;
  • Practiced the reading skill of skimming;
  • Applied your knowledge of how the memory works to studying;
  • Studied a section of work using the various skills you have learnt; and
  • Tested yourself to see how well you have studied;
  • Identified keywords in sentences and in paragraphs;
  • Practices finding the main ideas in a paragraph;
  • Located topic sentences in different positions in the paragraph;
  • Looked for and identified supporting ideas and additional details in a paragraph; and
  • Analysed an article consisting of several paragraphs in order to find the main idea and supporting ideas.
  • Learn how to apply information ordering skills like mindmapping and making tables, flowcharts and outlines;
  • Recognise sequences in a text;
  • Identify main and supporting ideas and express them in visual form; and
  • Learn new vocabulary.

    Reading for Distance Education:
  • Checked that your body and your environment are in their best condition for trouble-free reading;
  • Become aware of possible bad reading habits and how to deal with them;
  • Examined the way you read; and
  • Analysed a passage in the light of that knowledge.
  • Used your knowledge of context to guess the meaning of words;
  • Used your knowledge of roots, prefixes and suffixes to guess the meanings of words; and
  • Used your dictionary skills to look up the meanings of words.
  • Scanned texts for specific information;
  • Skimmed texts in order to survey and review;
  • Recognised different writing formats; and
  • Read carefully for enjoyment and recall.
  • Revised what you know of intensive reading;
  • Recognised the structure and organisation of a text; and
  • Understood the way one part of the text links with another.
  • Decide what the text is doing (is it describing, defining, instructing, or giving an example or directions?); and
  • Discriminate between fact and opinion.
  • Interpreted picture symbols;
  • Become familiar with different types of tables, maps, graphs and diagrams;
  • Obtained information from them; and
  • Become aware that different types of information require different types of visual communication.
  • Practiced reading several different types of test and exam questions;
  • Examined the possible pitfalls in the different types of questions;
  • Learnt how to handle certain test and exam terminology;
  • Identified a reading strategy and test papers.

  • Choose the most suitable words to use in sentences and passages; and
  • Describe something clearly and precisely.
  • Written well-formed, clear sentences;
  • Linked ideas in sentences in different ways;
  • Limited the number of ideas in one sentence; and
  • Punctuated sentences.
  • Recognised the factors which give unity to a paragraph;
  • Divided longer writing passages into paragraphs;
  • Found links between sentences in the paragraph;
  • Found links between paragraphs;
  • Used a variety of writing styles in a range of writing activities of everyday life; and
  • Practiced writing skills for tests and assignments while doing this.
  • Engaged in a variety of types of writing required in examinations and tests, such as explaining, narrating (telling a story) and writing about a picture or a diagram;
  • Planned, drafted, edited and written an academic essay assignment; and
  • Prepared an portfolio for submission.

    Improve your writing:

    Tested and assessed your writing ability in English with regard to the following:
  • Choice of words;
  • Using correct prepositions;
  • Spelling of words;
  • Ending of sentences;
  • Sentence construction: statements, questions and commands;
  • Punctuating sentences;
  • Use of apostrophes;
  • Use of articles;
  • Use of pronouns;
  • Verb tenses;
  • Subject-verb agreement;
  • Use of signpost words and joining words; and
  • Dividing a longer text into paragraphs.

    Learnt about and used monitoring and editing techniques to help you to correct the errors that you often make in your writing in respect of:
  • Choice of words;
  • Using correct prepositions;
  • Spelling of words;
  • Ending of sentences;
  • Sentence construction: statements, questions and commands;
  • Punctuating sentences;
  • Use of apostrophes;
  • Use of articles;
  • Use of pronouns;
  • Verb tenses;
  • Subject-verb agreement;
  • Use of signpost words and joining words;
  • Dividing a longer text into paragraphs; and
  • Writing about one main idea in one paragraph. 

    Associated Assessment Criteria for Critical Cross-field Outcomes:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as reasonable citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive to the relationship between counselling and a range of different contexts.
  • Exploring education and career opportunities.
  • Developing skills and entrepreneurial opportunities.

    Associated Assessment Criteria for Specific Outcomes:
  • Demonstrate an understanding of the purpose, functions, responsibilities and role of the caregiver in the home and the community.
  • Access, process and use data to make informed judgements on infection control and hygiene issues in the home.
  • Use technical knowledge and skills to improve the oral hygiene of others.
  • Apply knowledge of body systems to support the responsible health care of adults and children.
  • Understand, know and apply standard procedures in health care and rehabilitation.
  • Use skills and knowledge to identify and deal with common diseases.
  • Demonstrate a critical understanding of geriatric care and the application of emergency and special procedures.

    Integrated Assessment:

    Continuous assessment: The learner's ability to integrate the elements of the programme is assessed through tasks, activities and self-assessments.

    Formative and summative assessment: Learner competency is assessed through tests; practical tasks conducted under supervision; portfolio assignments; reports and case studies. 

    Not yet established. 

  • Equivalent to an NIC in this field or a Level 3 on the NQF. The learners will obtain credits that enable them to exit at a FE&T national certificate level.
  • The qualifications towards which the Home Health Care graduate may proceed are the National Senior Certificate (Health) or first level of a diploma in health care learning fields. This qualification will be able to articulate with other qualifications in the sub-field, which can be determined once the other qualifications have been registered.
  • Exit level outcomes articulating with other qualifications are as specified. 

    A system of tutor moderation of the learning programme within the institution will be used, together with a system of external moderation of the assessment criteria and learner competency at exit levels to the qualification. Where professional or statutory bodies are involved in determining the curriculum, they will also be involved in moderation. 

    Staff contracted by INTEC will be used as assessors in a manner accommodated within the quality management system of the institution. This would apply to outside assessors also. 

    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 


    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

    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. Damelin Correspondence College 
    2. Intec College 

    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.