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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|
|Occupational Certificate: Health Promotion Officer|
|SAQA QUAL ID||QUALIFICATION TITLE|
|94597||Occupational Certificate: Health Promotion Officer|
|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|
|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||163||Not Applicable||NQF Level 03||Regular-ELOAC|
|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 does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The purpose of this qualification is to prepare a learner to:
The National Health Council has mandated an improvement in the health outcomes and for this to occur significant steps need to be taken in the restructuring of the health system. This is one of the 10 points in the five year Health Sector 10 Point Plan, noted as 'overhauling the healthcare system'. It is also the fourth pillar of the Negotiated Service Delivery Agreement as 'strengthening the effectiveness of the health system'. This qualification will form an integral part of this strategy. It will form the basis for the appointment requirements of the Community Health Workers that will be employed by the various government departments (currently an estimated number of approximately 70 000 people).
The caveat for the South African model should be built on the ward system that has been implemented in KwaZulu-Natal. Each ward should have one or more Primary Health Care (PHC) outreach teams. These teams are composed of a professional nurse, environmental health and health promotion practitioners as well as 4-5 community health workers who are expected to serve a population of approximately 7 660 people.
The model contains three streams:
Evidence from many countries suggests that provision of home and community based health services and their links with the fixed PHC facilities in particular are critical to achieve good health outcomes, especially child health outcomes (Sepulveda et al, 2006). The role of community health workers in many countries has contributed to better health outcomes (WHO 2007).
The roles of Community Health Workers (CHW) (as part of the PHC outreach teams) will include:
Given the key role that CHWs will play, they should, over time be directly managed by the Department of Health.
Ideally each ward within the district should be covered with a PHC outreach team. There are 4,277 electoral wards in South Africa. The population sizes of wards are variable so to the geography and density of each ward. Urban wards are highly populated with high density whilst rural wards are sparsely populated and often with poor infrastructure. This means that ward populations may range from less than 1000 in some wards to more than 20 000 in others.
This qualification will capacitate the Community Health Workers to fulfil their role in this revised structure.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Recognition of Prior Learning (RPL):
RPL for access to the integrated assessment: Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Prior learning must be acknowledged by a statement of results.
RPL for entry requirements to access the qualification: Accredited providers and approved workplaces may recognise prior learning against the relevant access requirements.
NQF Level 1 or equivalent competences in Mathematical Literacy and Communications.
|RECOGNISE PREVIOUS LEARNING?|
|This qualification is made up of the following compulsory Knowledge and Practical Skill Modules:
Total Credits for Knowledge Subjects: 40.
Practical Skills Modules:
Total Credits for Practical Skills Modules: 63.
Work Experience Modules:
Total Credits for Work Experience Modules: 60.
|EXIT LEVEL OUTCOMES|
|1. Conduct assessment of the social, physical and economic dynamics in communities.
2. Conduct household assessments and identify those at risk of health related issues. (Including impairments in health status).
3. Provide information, education and support for healthy behaviours and appropriate home care.
4. Provide psychosocial support.
5. Identify and manage minor health problems.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2:
Associated Assessment Criteria for Exit Level Outcome 3:
Associated Assessment Criteria for Exit Level Outcome 4:
Associated Assessment Criteria for Exit Level Outcome 5:
An external integrated summative assessment, conducted through the relevant QCTO Assessment Quality partner is required for the issuing of this qualification. The external integrated summative assessment will focus on the Exit Level Outcomes and Associated Assessment Criteria.
The external assessment will be conducted through a written examination of plus minus two hours where both theory and practical skills are assessed. The assessments will take place at decentralised assessment sites with registered invigilators and standard assessment question papers.
|Information from various countries was collected on their best practices for Community Health Workers. Evidence from many countries (Mexico, India, Philippines, Tanzania, Ethiopia, Afghanistan, Kenya, Brazil, Zambia) that show Community Health Workers having made valuable contribution to community development and, more specifically, to improving access to basic health services.
Over recent years Brazil implemented a programme to formally educate these community based health workers. Thus, Brazil has taken the lead in demonstrating significant gains in population health outcomes when they integrated CHW into the Family Health Programme. Lessons from Brazil indicated that a systematic approach towards integrating CHWS into formal health structures is required.
In many countries community health worker programmes have failed in the past because of unrealistic expectations, poor planning and an underestimation of the effort and input required to make them work. This has unnecessarily undermined and damaged the credibility of the CHW concept. According to the World Health Organisation, CHW programmes remain vulnerable unless they are driven, owned by and firmly embedded in communities and it enjoys a good and well integrated relationship with the formal health structures.
Evidence also reveals that CHW programmes thrive in mobilised communities but struggle where they are given the responsibility of galvanising and mobilising communities. For CHWs to be able to make an effective contribution they need to be carefully selected, appropriately trained and most importantly they require adequate and continuous support. The WHO has identified that the length, depth, organisation of, responsibility for and approaches to training vary dramatically across programmes. There is a general agreement that training should be competence and practice-based and aligned closely to the CHWs working context. The qualification constructed in this curriculum is fully based on the anticipated work of the CHW in South Africa.
Training materials and activities should be specifically developed for CHWs rather than using training packages developed for facility-based health workers. But while the literature reflects a great diversity of approaches, location, organisation and length of training, there is a general agreement that continuing or having refresher training is as important as initial training. A number of studies have also found that if regular refresher training is not available, acquired skills and knowledge are quickly lost.
There are some more formal learning programmes and certificate courses in the USA. These courses are relatively short courses aimed at dealing with some of the technical elements of the requirements of the work of a Community Health Worker. For example:
> CHW 150: Community Health Workers (4 Credits).
> CHW 155: Community Health Worker Externship (3 Credits).
> PHARM 103: Introduction to Pharmacology (1 Credit).
> PHARM 104: Pharmacological Treatment of Disease (1 Credit).
> PHARM 105: Administration of Medications (1 Credit).
> HLTH 150: Introduction to Diseases (1 Credit).
> SOSER 140: Individual Counselling (3 Credits).
> SOSER 111: Community Action (3 Credits).
> CMHW 1000: The Community Health Role Advocacy and Outreach (3 Credits).
> CMHW 1015: Organisations and Resources: Community and Personal Strategies (2 Credits).
> CMHW 1025: Community Health Worker's Role in Teaching and Capacity Building (2 Credits).
> CMHW 1035: The Community Health Worker: Legal and Ethical Responsibilities (1 Credit).
> CMHW1045: Community Health Worker: Coordination, Documentation and Reporting (1 Credit).
> CMHW 1055: Communication Skills and Cultural Competence (2 Credits).
> CMHW 1065: Health Promotion Competencies (3 Credits).
> CMST 1005: Public Speaking (3 Credits) or Eng 1110 College English 1 (3 Credits).
The content of this curriculum covers most of the content in these certificates and much more.
The curriculum is significantly similar to the emerging programmes in the countries studied but it is custom made for the specific situations in South Africa. The qualification appears as a uniquely comprehensive set of knowledge, skills and work experience.
|Upon completion learners may articulate vertically to a:
Notes Regarding the Progression:
This curriculum is being developed in support of a national strategy to deliver quality primary health to all the citizens of the country. The strategy is based on a system where the Community Health Worker will form part of a ward based team of service providers. The related Occupations of Home Based Care and Palliative Care are related Occupational areas that might, in the future require additional qualifications. The urgency and focus is currently on the Community Health Worker as set out in this curriculum. This curriculum is at NQF Level 3 but contains a number of NQF Level 2 and 4 components.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2015.|
|Criteria for the accreditation of providers:
Accreditation of providers will be done against the criteria as reflected in the relevant curriculum on the QCTO website.
The curriculum title and code is: 325301-001Community Health Worker.
In order to qualify for an external assessment, learners must provide proof of completion of all required modules by means of statements of results and work experience.
Foundational learning competence is a pre-requisite for the awarding of the qualification.
This qualification replaces the following qualifications:
|LEARNING PROGRAMMES RECORDED AGAINST THIS 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.