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 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:
  • Communicate in a variety of ways.
  • Use mathematics in real life situations.
  • Collect and provide information to support community health.
  • Provide community based care.
  • Develop personal and community skills.

    Practitioners will generally carry out their roles within the context of:
  • The client's home.
  • A community care centre.
  • The broader community.

    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:
  • Communication at ABET level 3.
  • Mathematical Literacy at ABET level 2.
  • Ability to undertake independent learning.

    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:
  • Communication:
    > Candidates are required to achieve all 23 credits for Communication.
  • Mathematical Literacy:
    > Candidates are required to demonstrate achievement of the 16 credits for Mathematical Literacy within the context of healthcare provision.
  • Learning strategies:
    > Candidates are required to achieve all 5 credits for developing learning strategies from the available credits.

    Core:
  • Candidates must achieve all 80 Core credits listed.

    Elective:
  • Candidates must achieve at least 15 credits of their choice from any of the available Elective credits listed. In order to achieve an Exit Level Outcome, candidates must achieve all of the credits for that Exit Level Outcome. 
    		•

    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:
  • Fundamental:

    > Exit Level Outcome 1: 18 Credits.
    > Exit Level Outcome 2: 16 Credits.
    > Exit Level Outcome 5: 5 Credits.
    > Total: 39 Credits.
    > Required: 39 Credits.
  • Core:

    > Exit Level Outcome 3: 44 Credits.
    > Exit Level Outcome 4: 36 Credits.
    > Total: 80 Credits.
    > Required: 80 Credits.
  • Elective:

    > 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:
  • Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made:
    > Exit Level Outcome 2.
    > Exit Level Outcome 3.
    > Exit Level Outcome 4.
    > Exit Level Outcome 5.
  • Working effectively with others as a member of a team, group, organisation or community:
    > Exit Level Outcome 3.
    > Exit Level Outcome 4.
    > Exit Level Outcome 5.
  • Organising and managing oneself and one's activities responsibly and effectively:
    > Exit Level Outcome 3.
    > Exit Level Outcome 4.
    > Exit Level Outcome 5.
  • Collecting, analysing, organising and critically evaluating information:
    > Exit Level Outcome 3.
    > Exit Level Outcome 4.
    > Exit Level Outcome 5.
  • Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion:
    > Exit Level Outcome 1.
    > Exit Level Outcome 2.
    > Exit Level Outcome 3.
    > Exit Level Outcome 4.
    > Exit Level Outcome 5.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others:
    > Exit Level Outcome 3.
    > Exit Level Outcome 4.
    > Exit Level Outcome 5.
  • Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation:
    > 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:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities; and developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1:
  • Oral communication is maintained and adapted as required to promote effective interaction in a community context.
  • Information is accessed from standing instructions, visual information and a range of other workplace texts and responses where required are appropriate to the context.
  • Written communication is clear and unambiguous and at an appropriate level for designated target audiences.

    2:
  • Mathematical functions are used correctly to solve routine workplace problems and tasks.
  • Mathematical signs and symbols are correctly identified in terms of their functions and use.

    3:
  • Information is collected that accords with community needs.
  • The information collected is used in promoting the health of the community.
  • Community health is understood and implemented.
  • Information about community illnesses is disseminated accurately and appropriately and leads to minimisation of the illnesses.

    4:
  • Care is provided in a safe manner in a secure environment.
  • Procedures are performed which enhance and prolong the life of the client.
  • The client and family are assisted in accessing relevant services.
  • Specific care is provided to children and the frail in accordance with their specific needs.

    5:
  • Different learning strategies are implemented according to the needs of the learners.
  • Personal finances are managed in accordance with accepted budgeting principles.
  • The roles and responsibilities of a community committee are identified and adhered to.

    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:
  • Written and oral tests/examinations.
  • Case studies and assignments.
  • Role play and simulation sessions.
  • Written reports/work plans.
  • Peer group review.
  • Feedback from clients.

    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:
  • The initial assessment activities should focus on gathering evidence, in terms of the main outcomes expressed in the titles of the unit standards, to ensure assessment is integrated rather than fragmented. Where assessment at title level is unmanageable, then the assessment can focus on each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
  • Evidence must be gathered across the entire range specified in each unit standard, as applicable. Assessment activities should be as close to the real situation as possible, and where simulations or role-plays are used, there should be supporting evidence to prove that the candidate is able to prove competence in the real situation.
  • All assessments should be conducted in accordance with the following universally accepted principles of assessment:
    > 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:
  • Be in possession of a relevant qualification at NQF level 5 or higher.
  • Be experienced in the fields of primary health care and community development.
  • Be registered as an assessor with the relevant ETQA. 
    		•

    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.