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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: |
| Further Education and Training Certificate: Public Awareness Promotion of Dread Disease and HIV/AIDS |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 74410 | Further Education and Training Certificate: Public Awareness Promotion of Dread Disease and HIV/AIDS | |||
| 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 | ||
| 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 | 166 | Level 4 | NQF Level 04 | 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 |
| 58396 | Further Education and Training Certificate: Community Development: HIV/AIDS Support | Level 4 | NQF Level 04 | 155 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
This qualification is intended to enable lay people and/or health care workers to help individuals and/or groups to approach the HIV/AIDS pandemic and any other dread disease in an integrated way so that the condition may be managed satisfactorily. The care worker will be able to assist those suffering from or living closely with such conditions as HIV/AIDS and/or other dread disease to understand and accept the condition and take positive and necessary steps to enrich the quality of life of the sufferer and deal with the consequences of the pandemic. Learners successfully completing this Qualification will be able to: Rationale: HIV/AIDS is a national priority in South Africa and the aim of this qualification is to address the many problems associated with HIV/AIDS and aligned diseases such as extreme drug-resistant tuberculosis (XDR TB) and leprocy for individuals, families, groups and communities. HIV/AIDS is found in all strata of society, but tends to be more prevalent in poorer communities. This Qualification was generated at the request of the National Department of Health to enable lay health workers, both voluntary and paid, who find themselves particularly in the front-line of under-resourced areas to offer education, mentoring and support services to those living with, or alongside those who suffer from HIV/AIDS. The qualification revision process for re-registration of the FETC: Community Development: HIV/AIDS Support which was originally generated at the request of the Department of Health indicated that several changes to the original content had to be made, The Department of Health (DoH) originally asked SAQA to generate four qualifications for them; two were for HIV/AIDS mentoring - one each at Levels 2 and 4 and another two in HIV/AIDS counselling - also at Levels 2 and 4. At that time, the SGBs that dealt with mentoring and counselling respectively had independently taken a decision that neither of these two areas could be offered at any level lower than that of Level 4. Since HIV/AIDS fell into Field 9, mentoring into Field 5 and counselling into Field 7, the three relevant Field Coordinators together, drew up a single qualification that met the expressed needs of the DoH. At the time, the Qualification was registered to Field 5, as the various NSBs felt that the greater number of credits came from that area of learning. However, the ETQA has always been the Health and Welfare SETA. Over the years, it has become clear that this Qualification leans more to the health side than to either development practice or education. Since the Qualification has reached a time when it needs to be re-registered, it was decided that, amongst other changes, the Field would also be changed, i.e., to Field 9. Other changes included the wording of the Exit Level Outcomes and their Associated Assessment Criteria; the contextualisation of the Critical Cross-Field Outcomes; changes to the SAQA ID numbers and/or titles of the various Unit Standards where US had been de-registered, replaced, given new titles, new ID numbers and/or new credit values. This has resulted in a change in the overall credit value of the Qualification from 135 to 169. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
It strongly recommended that the learner is competent in the Unit Standard: ID 254220: Provide primary emergency care/first aid as an advanced first responder. Access to the Qualification: Access to this Qualification is open but note must be taken of the Learning Assumed to be in Place. Recognition of Prior Learning: This Qualification may be achieved wholly or in part through the Recognition of Prior Learning, in accordance with the policies and procedures of the provider institution and in agreement with the relevant ETQA. Evidence must be presented on application for Recognition of Prior Learning and may take the form of certified Portfolios of Evidence, testimonials or other forms of appropriate evidence such as verified accounts of previous relevant work done and performance records. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| 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 166 Credits as detailed below. Fundamentals Components: 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. Core Component: The Core Component consists of Unit Standards to the value of 99 Credits all of which are compulsory. Elective Component: A minimum of 11 Credits must be obtained in the Elective Component for the learner to be awarded the Qualification. |
| EXIT LEVEL OUTCOMES |
| 1. Communicate with individuals and groups to generate understanding of the HIV/AIDS or other dread disease pandemic.
2. Provide knowledge of the causes and effects of infectious diseases including all sexually transmitted diseases to individuals and groups to combat occurrence. 3. Engage with individuals and groups to encourage behaviour change. Critical Cross-Field Outcomes: |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Postivie communication is established with individuals and groups through the use of information obtained by profiling the target area. 1.2 Ethical principles and current, relevant legislation are applied at all times when dealing with patients, significant others, colleagues and other workers within the multidisciplinary healthcare team. 1.3 Interactions with patients and their significant others are carried out within the terms of the relevant Scope of Practice. 1.4 Guidance and support, in accordance with the Bill of Rights and the Patient Charter, are extended to individuals, significant others and group members where HIV/AIDS or other dread disease has been diagnosed. Associated Assessment Criteria for Exit Level Outcome 2: 2.1 Individuals and groups are informed regarding the need for a clean environment to combat general infectious diseases and improve well-being in the area. 2.2 Individuals and groups are informed regarding the mode of infection, the required treatment and the prevention of all sexually transmitted diseases, including HIV/AIDS and other related infectious disease. 2.3 General healthcare projects are initiated to encourage individuals to improve the nutrition status of self and others. Associated Assessment Criteria for Exit Level Outcome 3: 3.1 The negative effects of risk behaviour on general well-being are explained. 3.2 Motivation for behaviour change in self is explored through discussion of various concepts. 3.3 Exercises to facilitate learning are applied to a group to encourage change. Integrated assessment: Formative and summative assessment strategies should be used throughout the course of learning to ensure that exit level outcomes are met. Integrated assessment takes the form of a variety of appropriate assessment methods. Formative assessment is continuous and focuses on smaller sections of work and limited outcomes. Formative assessments may include: Summative assessment evaluates the learner's abilities to manage and integrate larger bodies of knowledge and to achieve the stated outcomes in the particular area of study. Summative assessments may include: |
| INTERNATIONAL COMPARABILITY |
| There is a global shortage of professional and semi-professional health workers. Countries most in need are those of South-East Asia and sub-Saharan Africa. This has lead to the increasing use of lay health workers to serve various communities - mostly those of isolated rural communities - but who are also used in the poorer sub-urban areas of large cities. The World Health Organisation (WHO) states that such lay community health workers should have a basic level of education that enables them to read, write and do simple calculations. They are often chosen by the community members in which they reside and always speak the language of the district. Training varies in length from three weeks to three months, with some countries offering yearly refresher days.
Countries in South East Asia which are known to use lay community heath workers extensively are Afghanistan, North Vietnam, Nepal, Bangladesh, India and China. In South America, countries include Colombia and Brazil. In sub-Saharan Africa they are found in most countries - Ghana, Chad, Ethiopia, Uganda, Kenya, Tanzania, Malawi, Botswana and South Africa - to name but a few. Training of lay community health workers is usually offered by the local national university or by foreign medical and nursing personnel from international universities whose projects have been funded for such missions by donors or the WHO. An example of the latter is a project funded by WHO for training provided by UNISA nursing personnel in Kenya. Afghanistan: A typical lay community health worker course offered through a donor agency is that of the Rural Education Awareness and Community Health (REACH) non-profit organisation which offers courses in Afghanistan. The aim of the courses is to improve the capacity of individuals, families and communities to protect their own health. The training for health providers includes the communication skills needed to educate and treat; a range of health education materials is produced for use in homes, clinics, and public spaces and the organisation helps the Ministry of Public Health harness the media to deliver key health messages on a regular basis to reinforce the work done by the lay community health workers. REACH teaches the lay community health workers the following: Women and older girls in rural areas are also offered a special nine-week course in the following to improve the health of women of child-bearing age and young children by applying good health and hygiene practices in their daily lives. Topics include: India: In India, people have very limited knowledge pertaining to HIV/AIDS. Many impoverished people are not educated enough to understand the causes of HIV/AIDS and how it is transmitted. People who become infected are often excluded from their own family home, as well as from society. There are no qualifications available in India which deal only with HIV/ AIDS and those who work among the poor and those affected by HIV/AIDS have only their specific professional qualifications for background knowledge. Colombia: In Columbia, the Faculty of Medicine, University of Rosario, Bogotá, the Institute of Ethnobiology from Cota and the Centre for Intercultural Medical Studies, Cota have trained combined study groups as part of an intercultural project called 'Community Health Agents'. This programme aims to equip indigenous community leaders with the knowledge and skills for: The groups work in the Colombian Amazon and Vaupés regions of South East Colombia. Their work has shown results that indicate a considerable improvement in the health status of these communities. Brazil: Brazil has the highest HIV/AIDS occurrence per head of population in the South American region. Almost all of the assistance for sufferers comes from the United States Agency for International Development (USAID). There are no qualifications which deal only with HIV/AIDS, but all workers are trained through short courses and are expected to pass their knowledge on to the people that they serve. USAID works with a network of international and indigenous partners and provides similar services in many of the economically-challenged countries around the world. Botswana: Botswana has short courses registered on the Botswana National Vocations Qualification Framework (BNVQF) which focus on providing for those who plan to work among HIV/AIDS affected people. The courses cover three levels: Level 1: Demonstrate awareness of HIV/AIDS. People credited with this unit standard will be able to: Level 2: Demonstrate awareness of HIV/AIDS in the workplace People credited with this unit standard will be able to: Level 3: Develop and implement HIV/AIDS policies for a workplace. People credited with this unit standard will be able to: Tanzania: In Tanzania, there is a serious HIV/AIDS epidemic the negative impact of which threatens the development of the country, affecting agriculture, tourism and the daily life of every citizen. Volunteers from the international organisation, Global Service Corps' HIV/AIDS Education and Prevention Programme (GSC), work with local community leaders and indigenous organisations. They offer week long training in HIV/AIDS prevention to both urban and rural community groups, as well as secondary school students. The training includes not only information on HIV transmission and prevention, but also covers treatment of opportunistic diseases, life skills, stigma, and the importance of healthy living through good nutrition. At the conclusion of each training programme, a community member who is living with HIV/AIDS encourages each trainee to be tested and to know their status. The United Kingdom, Ireland. Australia, Germany and the United States of America have no specific courses in HIV/AIDS, but send trained professionals as volunteer workers to poorer nations under the umbrellas of aid agencies such as the United Nations International Children's Emergency Fund - now known as the United Nations Children's Fund (UNIECF), the World Health Organisation (WHO), United States Agency for International Development (USAID). On all five continents, there are countries which are served to a greater or lesser extent by such Volunteer agencies, whose mission it is to alleviate the suffering of the poor and needy, including those living with and suffering from HIV/AIDS First World countries known to use lay community health workers include Canada, United States of America, Ireland and the United Kingdom. They are found to be be of special use where there are large immigrant populations. United Kingdom: The English Standards Board offers the following courses for their lay community health workers: Written specifically for community health trainers with the knowledge and skills to develop working relationships with communities and organisations: > Understanding a community development approach to health and how this impacts on their own practice > Understanding different approaches to making contact with community groups and individuals and how to select the appropriate method to use for different situations > Working out your own role and those of others, and building effective working relationships > Collecting and analysing qualitative and quantative health related data, understanding the sensitive issues surrounding the handling of such data > Exploring the range of community based resources to support health improvements and being able to evaluate their usefulness > How to take a participatory approach to getting people involved in developing healthy communities Designed to help people understand the inequalities in health that affect communities by raising awareness, exploring causes and how community development helps tackle these aspects: > Exploring the links between health, well being and community development > Gathering information on the specific health needs of different communities > Analysing the different factors behind health inequalities - social, economic, cultural, personal > Understanding medical and social models of health, and the implications of adopting different approaches > Exploring government health initiatives and their effectiveness > A community empowerment model for tackling health inequalities > Exploring the power issues in who makes decisions about health matters > Designing and running community health improvement activities Conclusion: It is evident that there are globally, at present, no full qualifications for lay community health workers and especially for those who work specifically with people living with and/or suffering from AIDS and other dread disease. Since HIV/AIDS and the side effects associated therewith are considered a national priority in South Africa, it is has become clear that there is a need for full qualifications to cover all aspects of this problem. This Qualification enhances the courses offered by organisations such as REACH and should prove very useful for all those offering lay community health training world-wide. It provides learning for those who wish to educate the ignorant, offer upliftment to those who suffer and support those who live in the shadow of the sufferers. It is thus on a par with the best of international practice. Because of its proactive approach, it offers learners much more than do the reactive programmes generally offered in this subject. The composition of the Qualification opens it for use globally and it is certainly applicable in almost every country in sub-Saharan African and especially the SADC region. |
| ARTICULATION OPTIONS |
| This Qualification articulates horizontally with:
This Qualification articulates vertically with: |
| MODERATION OPTIONS |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| Persons assessing learners against this Qualification must be:
|
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| This qualification replaces qualification 58396, "Further Education and Training Certificate: Community Development: HIV/AIDS Support", Level 4, 155 credits. |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 252513 | Apply established strategies and procedures to deal with risk behaviour and promote personal wellbeing | Level 4 | NQF Level 04 | 3 |
| Core | 117860 | Apply knowledge of interpersonal relationships to enhance the effectiveness of the counselling process | Level 4 | NQF Level 04 | 8 |
| Core | 260406 | Assist in facilitating and implementing primary health care projects within the community | Level 4 | NQF Level 04 | 12 |
| Core | 252512 | Counsel an individual in a structured environment | Level 4 | NQF Level 04 | 12 |
| Core | 264974 | Develop a community profile for a specific community | Level 4 | NQF Level 04 | 6 |
| Core | 117507 | Develop and implement a client ARV treatment plan | Level 4 | NQF Level 04 | 6 |
| 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 | 12353 | Facilitate participatory community development processes | Level 4 | NQF Level 04 | 12 |
| Core | 260383 | Plan and promote nutritional programmes to improve health | Level 4 | NQF Level 04 | 12 |
| Core | 337179 | Practise according to relevant ethical and legal codes | Level 4 | NQF Level 04 | 3 |
| Core | 123394 | Develop outcomes-based learning programmes | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 252099 | Provide nursing care to a terminally ill patient and support to the family | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Fundamental | 119472 | Accommodate audience and context needs in oral/signed communication | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119458 | Analyse and respond to a variety of literary texts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119457 | Interpret and use information from texts | 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 | 254222 | Demonstrate stress management techniques as a self-help tool | Level 3 | NQF Level 03 | 4 |
| Elective | 244591 | Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable | Level 3 | NQF Level 03 | 3 |
| Elective | 244579 | Explain how to manage diversity in the workplace | Level 3 | NQF Level 03 | 2 |
| Elective | 260597 | Provide information about HIV and AIDS and treatment options in community care and support situations | Level 3 | NQF Level 03 | 8 |
| Elective | 264260 | Facilitate a peer education intervention | Level 4 | NQF Level 04 | 10 |
| Elective | 7384 | Facilitate an adult learning event | Level 4 | NQF Level 04 | 16 |
| Elective | 7384 | Facilitate an adult learning event | Level 4 | NQF Level 04 | 16 |
| Elective | 260378 | Manage the effects of fatigue in the workplace | Level 4 | NQF Level 04 | 9 |
| Elective | 252532 | Provide on-going counselling and support to individuals infected or affected by HIV and AIDS | Level 4 | NQF Level 04 | 3 |
| Elective | 252533 | Provide pre and post HIV test counselling | Level 4 | NQF Level 04 | 5 |
| Elective | 119721 | Support marginalised, "at risk" and vulnerable individuals and groups and identify appropriate referral services | Level 4 | NQF Level 04 | 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. | ABM COLLEGE SA (PTY) LTD |
| 2. | Candy Nxusani Trading |
| 3. | Edzani Community Development and Consultancy |
| 4. | Empirical Multidisciplinary Institute |
| 5. | Gem-Meg Projects (PTY) Ltd |
| 6. | Lungile Mchunu Consultancy |
| 7. | Mako Centre for Health t/a Mako Institute |
| 8. | Malaikas Education & Resourcing Consultants |
| 9. | Mamello Service Excellence |
| 10. | Mediro Healthcare And Projects |
| 11. | MLALAMANI SKILLS TRAINING AND DEVELOPMENT NPC |
| 12. | National Institute Community Development and Management (NICDAM) |
| 13. | Rostec College Of Health Science Pty Ltd |
| 14. | SUNRISE COMMUNITY HEALTH OUTREACH (PTY) LTD. |
| 15. | Tendazwau Trading 8 |
| 16. | The Order of St John for South Africa |
| 17. | The South African Red Cross Society |
| 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. |