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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: |
General Education and Training Certificate: Ancillary Health Care |
SAQA QUAL ID | QUALIFICATION TITLE | |||
49606 | General Education and Training Certificate: Ancillary Health Care | |||
ORIGINATOR | ||||
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 | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
National 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 |
ABET Level 4 | 134 | Level 1 | NQF Level 01 | Regular-Unit Stds Based |
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 replaces: |
Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
23193 | GETC in Ancillary Health Care | Level 1 | NQF Level 01 | 120 | Complete |
PURPOSE AND RATIONALE OF THE QUALIFICATION |
Purpose:
Learners who complete this qualification will possess the competence required to perform community health functions under the supervision of a professional health worker. They will have the fundamental skills required for employment by a range of health, social and other sector employers. They will be in possession of a recognised qualification that will provide a platform for further education and training in a career pathway towards becoming professional health workers. 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 provide support services within a multidisciplinary health care team. Recipients of this qualification will be able to: Practitioners will generally carry out their roles within the context of: Rationale: 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. Integral parts of this strategy are initiatives to strengthen the ability of communities to empower themselves to participate in the political, economic, social and development spheres of South African life. Two key components in this empowerment process are the ability of communities 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 the 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 focus in this learning field is therefore on primary health care within the framework of community development, with health promotion as a vital aspect. The Ancillary Health Worker (AHW) is required to play a pre-emptive role in the assessment and identification of health needs as well as to intervene in primary health care activities. This takes place in collaboration with, and referral to, the formal health services and other health related systems. Home-based care is also a key function of the AHW. Preventive measures for the management of disasters and accidents also form an important aspect of their activities. In all these activities the AHW observes the ethical codes of practice, norms, values and rights of the community. This qualification forms the introduction to ancillary health work and will provide the learner with essential skills that will be needed to progress to the national certificates in ancillary health care at Levels 2, 3 and 4. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
This qualification is the starting point of a progressive route in ancillary health care and learners starting to learn towards this qualification are assumed to have the following competencies:
Recognition of prior learning: This qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined exit level outcomes and/or individual unit standards. Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. All such evidence will be judged in accordance with the general principles of assessment described above and the requirements for integrated assessment. |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
Fundamental:
> Candidates are required to achieve all 23 credits for Communication. > Candidates are required to demonstrate achievement of the 16 credits for Mathematical Literacy within the context of healthcare provision. > Candidates are required to achieve all 5 credits for developing learning strategies from the available credits. Core: Elective: |
EXIT LEVEL OUTCOMES |
1. Communicate in a variety of ways.
2. Use mathematics in real life situations. 3. Collect and provide information to support community health. 4. Provide community based care. 5. Develop personal and community skills. Possible Credits for Exit Level Outcomes: > Exit Level Outcome 1: 18 Credits. > Exit Level Outcome 2: 16 Credits. > Exit Level Outcome 5: 5 Credits. > Total: 39 Credits. > Required: 39 Credits. > Exit Level Outcome 3: 44 Credits. > Exit Level Outcome 4: 36 Credits. > Total: 80 Credits. > Required: 80 Credits. > Exit Level Outcome 3: 27 Credits. > Exit Level Outcome 4: 32 Credits. > Exit Level Outcome 5: 12 Credits. > Total: 71 Credits. > Required: 15 Credits. Critical cross-field outcomes: This qualification addresses the following critical cross-field outcomes, as detailed in the unit standards: > Exit Level Outcome 2. > Exit Level Outcome 3. > Exit Level Outcome 4. > Exit Level Outcome 5. > Exit Level Outcome 3. > Exit Level Outcome 4. > Exit Level Outcome 5. > Exit Level Outcome 3. > Exit Level Outcome 4. > Exit Level Outcome 5. > Exit Level Outcome 3. > Exit Level Outcome 4. > Exit Level Outcome 5. > Exit Level Outcome 1. > Exit Level Outcome 2. > Exit Level Outcome 3. > Exit Level Outcome 4. > Exit Level Outcome 5. > Exit Level Outcome 3. > Exit Level Outcome 4. > Exit Level Outcome 5. > Exit Level Outcome 3. > Exit Level Outcome 4. > Exit Level Outcome 5. Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of society at large, by making individuals aware of the importance of: |
ASSOCIATED ASSESSMENT CRITERIA |
1:
2: 3: 4: 5: Assessment Criteria: To be awarded the qualification, candidates must achieve the required number of credits as specified in the rules of combination, as well as the criteria specified for integrated assessment. Integrated Assessment: Assessment is not a single event but rather a structured process of gathering evidence and making judgements of the learners' performance in relation to the qualification. A range of formative and summative methods can be used in assessing learners. This may include: Assessment should be carried out at regular intervals as well as at the end of the periods of study and should be offered in an integrated way. It is envisaged that learners will work at more than one unit standard at a time. Assessment will take place according to the detailed specifications indicated in the unit standards associated with each exit level outcome. Over and above the achievement of the specified unit standards, evidence of integration will be required as per the following broad criteria, all within the context of workplace activities. Assessors should note that the evidence of integration could well be presented by candidates when being assessed against the unit standards. Thus, there should not necessarily be separate assessments for each unit standard and then further assessment for integration. Well-designed assessments should make it possible to gain evidence against each unit standard while at the same time gaining evidence of integration. Candidates must demonstrate the ability to engage in the operations selected in an integrative way, dealing with divergent and "random" demands related to these work operations, effectively. Evidence is required that the candidate is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification. Integration of skills will be demonstrated through the achievement of the core operational standards. Assessment Principles: Assessment should be in accordance with the following general and specific principles: > Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations. > Judge evidence on the basis of its validity, currency, authenticity and sufficiency. > Ensure assessment processes are systematic, open and consistent. |
INTERNATIONAL COMPARABILITY |
Ancillary Health Care training for people at lower NQF levels is done in many developing countries, particularly in sub-Saharan Africa and in parts of South America.
Ancillary Health Care is offered in First World countries, as part of their sophisticated integrated health care systems, by officials who are, in the main, graduates in nursing, social work and community development. An analysis of training offered by the World Health Organisation (WHO) in primary health care in sub-Saharan Africa consists mostly of short courses which encompass the same knowledge and competencies as contained in this qualification. These courses are tailored to meet specific community needs at specific times. None however, combines all into one extended programme leasing to a complete qualification. The WHO courses cover aspects such as locally endemic infectious diseases (malaria, measles, Dengue/Congo fever, gastro enteritis/cholera) malnutrition and HIV/AIDS and its resulting social implications. As can be seen from this comparison, the qualification contains all the elements contained in the short courses offered in developing countries. This is the first attempt to produce a qualification that includes all such aspects and is tailored fro the unique situation in which South Africa finds itself, with its urgent need for Primary Health Care provision across vast and wide-spread rural areas, to large numbers of people, using limited resources and personnel. This qualification is unique to South Africa since no other country has yet generated a full and formal qualification in Ancillary Health Care at NQF Level 1: ABET Level 4. This qualification is appropriate for the unique health service requirements in this country and is applicable throughout sub-Saharan Africa, where short courses in community and primary health care are offered, inter alia, by organizations such as the World Health Organisation. |
ARTICULATION OPTIONS |
This qualification has been designed and structured so that qualifying learners can move from one context to another. It is the starting point in ancillary health work and acts as a springboard from which learners may progress to the National Certificate in Home Based Care: NQF Level 2 and other qualifications at level 3 or 4 in related health, development and social care fields. |
MODERATION OPTIONS |
Providers offering learning towards achievement of any of the unit standards that make up this qualification must be accredited through the relevant ETQA or with an ETQA that has a Memorandum of Understanding in place with the relevant ETQA.
Internal moderation of assessment must take place at the point of assessment, with external moderation or verification being provided by the relevant ETQA or with an ETQA that has a Memorandum of Understanding in place with the relevant ETQA. |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
Assessors registered with the relevant ETQA or with an ETQA that has a Memorandum of Understanding in place with the relevant ETQA, must carry out the assessment of candidates for any of the unit standards that make up this qualification. The following criteria are specified for assessors of this qualification:
|
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
NOTES |
This qualification replaces qualification 23193, "GETC in Ancillary Health Care", Level 1, 120 Credits.
Structure of the qualification: The qualification has the following general structure: The rationale and purpose provides, among other things, a broad description of what holders of the qualification can do. The qualification is further defined by means of a number of Exit Level Outcomes. These Exit Level Outcomes provide a means for candidates to exit the qualification with recognition for clusters of competencies, even if they do not achieve the whole qualification. The Exit Level Outcomes also provide a means to organise the unit standards into coherent clusters, thus facilitating integrated assessment. Each Exit Level Outcome is further defined by means of the associated unit standards. Some of these unit standards may be indicated as Core (compulsory), while others may be identified as Electives, with rules of combination provided. Assessment criteria are provided for each Exit Level Outcome where required, mainly to address the need for evidence of integration of competencies. Each unit standard contains details of specific outcomes, range statements and assessment criteria, thus making it possible for assessors to judge competence in terms of each unit standard, while at the same time providing possible evidence of integration of competencies. |
UNIT STANDARDS: |
ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
Core | 116999 | Apply accurate information about HIV & AIDS to everyday life | Level 1 | NQF Level 01 | 2 |
Core | 9827 | Assess the client`s situation and assist and support both client and family to manage home based health care | Level 1 | NQF Level 01 | 12 |
Core | 119564 | Assist the community to access services in accordance with their health related human rights | Level 1 | NQF Level 01 | 5 |
Core | 110044 | Collect information to support a community needs assessment | Level 1 | NQF Level 01 | 12 |
Core | 14656 | Demonstrate an understanding of sexuality and sexually transmitted infections including HIV/AIDS | Level 1 | NQF Level 01 | 5 |
Core | 119559 | Demonstrate knowledge of the provision and implementation of primary health care | Level 1 | NQF Level 01 | 10 |
Core | 119563 | Engage in basic health promotion | Level 1 | NQF Level 01 | 8 |
Core | 113966 | Identify security, safety and environmental risks in the local environment | Level 1 | NQF Level 01 | 6 |
Core | 119567 | Perform basic life support and first aid procedures | Level 1 | NQF Level 01 | 5 |
Core | 117017 | Provide information about Tuberculosis and directly observed treatment (DOTS) | Level 1 | NQF Level 01 | 3 |
Core | 116991 | Assist in establishing a disability friendly environment | Level 2 | NQF Level 02 | 8 |
Core | 119560 | Promote an awareness of Sexually Transmitted Infections (STIs) in the community | Level 2 | NQF Level 02 | 4 |
Fundamental | 7464 | Analyse cultural products and processes as representations of shape, space and time | Level 1 | NQF Level 01 | 2 |
Fundamental | 7451 | Collect, analyse, use and communicate numerical data | Level 1 | NQF Level 01 | 2 |
Fundamental | 7449 | Critically analyse how mathematics is used in social, political and economic relations | Level 1 | NQF Level 01 | 2 |
Fundamental | 14084 | Demonstrate an understanding of and use the numbering system | Level 1 | NQF Level 01 | 1 |
Fundamental | 7463 | Describe and represent objects and the environment in terms of shape, space, time and motion | Level 1 | NQF Level 01 | 2 |
Fundamental | 12462 | Engage in a range of speaking and listening interactions for a variety of purposes | Level 1 | NQF Level 01 | 6 |
Fundamental | 12471 | Explore and use a variety of strategies to learn (revised) | Level 1 | NQF Level 01 | 5 |
Fundamental | 12469 | Read and respond to a range of text types | Level 1 | NQF Level 01 | 6 |
Fundamental | 7461 | Use maps to access and communicate information concerning routes, location and direction | Level 1 | NQF Level 01 | 1 |
Fundamental | 7447 | Working with numbers in various contexts | Level 1 | NQF Level 01 | 6 |
Fundamental | 12470 | Write for a variety of different purposes | Level 1 | NQF Level 01 | 6 |
Elective | 119565 | Assist with Palliative Care | Level 1 | NQF Level 01 | 6 |
Elective | 14659 | Demonstrate an understanding of factors that contribute towards healthy living | Level 1 | NQF Level 01 | 4 |
Elective | 119566 | Explain preventive measures to reduce the potential impact of disasters | Level 1 | NQF Level 01 | 5 |
Elective | 15092 | Plan and manage personal finances | Level 1 | NQF Level 01 | 5 |
Elective | 117029 | Provide care to a frail person | Level 1 | NQF Level 01 | 12 |
Elective | 119561 | Support clients who are receiving Anti Retroviral Treatment (ART) | Level 1 | NQF Level 01 | 6 |
Elective | 114950 | Apply ways of leading in different situations | Level 2 | NQF Level 02 | 3 |
Elective | 117007 | Assist in the establishment of good nutrition | Level 2 | NQF Level 02 | 12 |
Elective | 14042 | Demonstrate knowledge of environmental health and community hygiene practices | Level 2 | NQF Level 02 | 6 |
Elective | 12352 | Demonstrate knowledge of the roles and responsibilities of a community committee | Level 2 | NQF Level 02 | 4 |
Elective | 119562 | Give guidance on the integrated management of childhood illnesses and childhood home accidents | Level 2 | NQF Level 02 | 8 |
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. |
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. | Brooklyn Health Academy |
2. | Edzani Community Development and Consultancy |
3. | Enkanyezini Life Skills Institute CC |
4. | Good News Skills Academy |
5. | Health Destination |
6. | Kunokhanya Trading And Projects (Pty) Ltd |
7. | Mediro Healthcare And Projects |
8. | Mveelapanda Development And Projects |
9. | N W N Trading And Projects (PTY) Ltd |
10. | National Institute Community Development and Management (NICDAM) |
11. | Pretoria Technical College |
12. | Raidhi Skills Universe And Consulting (PTY) Ltd |
13. | Rand Health Care Training Centre |
14. | Rostec College Of Health Science Pty Ltd |
15. | Seshego Risk Management Solutions Pty/Ltd |
16. | The Order of St John for South Africa |
17. | Ukuphela Training Cc |
18. | Zimeleni Consulting |
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. |