1. THERE IS A NEED FOR SOCIAL AUXIALIARY WORK

A national priority in South Africa is to address the many social development needs prevalent amongst individuals, families, groups and communities. Social Auxiliary Work and Social Work are acknowledged as being essential in addressing these priority social needs. Social Auxiliary Work and Social Work are in the frontline of social development and transformation, particularly in traditionally under-resourced communities.

The need for Social Auxiliary Workers in South Africa was identified more than 10 years ago, leading to the role and functions of Social Auxiliary Work being defined in the Regulations of the Social Service Professions Act, 1978 (No 110 of 1978). These Regulations define Social Auxiliary Work as "an act or activity practised by a Social Auxiliary Worker under the guidance and control of the Social Worker and as a supporting service to a Social Worker to achieve the aims of Social Work".

This implies that Social Auxiliary Workers are assistants to Social Workers, providing support services and working under the guidance and supervision of Social Workers. Social Auxiliary Work complements and supports Social Work in all focus areas with services to individuals, families, groups and communities.

In order to provide this assistance and support to the social work team, a qualification in Social Auxiliary Work and registration with the SA Council for Social Service Professions are necessary (Re: SAQA QUAL ID: 23993).

1.1 The answer lies in learnerships

Learnerships were developed specifically to offer an opportunity to persons who were previously disadvantaged to equip themselves better and to develop their skills.

Two categories of learners are relevant, namely

• 18.1 learners: employed learners
• 18.2 learners; unemployed learners

1.2 Key parties involved in constituting a learnership

Learnerships assume that three parties must be involved: a workplace, a provider and learners.

1.2.1 Workplace

This is an institution, organisation or business which employs personnel and which offers them the opportunity for further training, as well as for unemployed people. The employer enters into a learnership agreement with the provider, a SETA and the learner. According to the Government Gazette (Vol. 415, No. 20831, 26 January 2000) workplaces are obligated, inter alia, to:

• Create a supportive work and learning environment in the workplace
• Provide mentors (social workers) to guide social auxiliary workers
• Give training and learning opportunities
• Apply for funding at the relevant SETA
• Recruit learners for the learnership

1.2.2 Provider

Providers must be accredited by a SETA. According to the Government Gazette (Vol. 415, No. 20831, 26 January 2000) providers are obligated, inter alia, to:

• Provide outcomes-based education
• Assess and moderate the performance of learners
• Ensure an orientation towards quality improvement
• Comply with the requirements set by SAQA, the SETA and the ETQA
• Implement a holistic training and learning system

1.2.3 Learners

Learners are persons employed by an institution, organisation or business, or unemployed persons. According to the Government Gazette (Vol. 415, No. 20831, 26 January 2000) learners are obligated, inter alia, to:

• Work for the employer as part of the learning process
• Attend theoretical learning sessions
• Comply with assessment requirements
• Do practical assignments and experience practical work in the workplace

2. THE LEARNERSHIP: FET CERTIFICATE IN SOCIAL AUXILIARY WORK

According to the SAQA QUAL ID 23993 the following details apply:

2.1 Identification details

 2.2 Key purpose of the qualification

The key purpose of the qualification is to equip qualifying learners with the following:

• Understanding of the South African context, social development, human behaviour and problems
• The ability to research the contexts within which people live
• The ability to apply intervention strategies

The successful completion of the qualification will enable the learner to:

• Register with the SA Council for Social Service Professions as a Social Auxiliary Worker in terms of section 18 of the Social Service Professions Act, 1978 (Act 110 of 1978).
• Continue learning and gain access, for example to the Bachelor of Social Work (NQF Level 7) qualification (Re: SAQA QUAL ID: 23993).

2.3 Entry level requirements

According to the SAQA document (SAQA ID NO 23993) a learner must, at least, possess a Grade 10 or equivalent certificate. However, we prefer that learners who are selected for this certificate should be in possession of a Senior Certificate or equivalent qualification.

2.4 The end performance: Exit Level Outcomes

The outcomes of the qualification ensure that a learner has the ability to:

• Understand the South African context
• Interpret human behaviour and problems
• Explain the judicial system
• Apply research
• Write reports
• Demonstrate financial knowledge
• Implement intervention strategies

2.5 Critical cross-fields outcomes embedded in exit level outcomes

The following critical cross-field outcomes are embedded in the exit level outcomes:

• Identify and solve problems using creative thinking.
• Work effectively with others as a member of a team, group, organisation and community.
• Organise and manage oneself and one’s activities responsibly and effectively.
• Collect, analyse, organise and evaluate information.
• Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
• Demonstrate cultural and aesthetic sensitivity in dealings with clients, colleagues and communities.
• Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
• Demonstrate ethical and professional behaviour.
• Lay the foundation for life-long learning and ongoing competency.

3. cefa ANSWER

3.1 cefa: Who are we?

cefa is a registered section 21 non-profit company with registration number: 2007/007587.

cefa previously traded as CE@HC (Continuing Education at Huguenot College). The Huguenot College is an established training institution that has been functioning since 1951. Learnership training has taken place since 2004. The College is accredited at the HWSETA (Accreditation number: HW592 PA0400032).

3.2 Our value system

• We are positioning ourselves as a leader in continuing education and the training field that presents quality education to learners
• We believe in education and training as the answer to human development which must ultimately contribute to the improvement of the quality of life of communities
• To equip learners with the necessary knowledge, skills and values to ensure highly qualified social auxiliary workers
• A 9 module qualification par excellence

3.3 Learning contents of the qualification

The qualification consists of 180 credits. These are broken down into 30% theoretical and 70% practical experience in the workplace.

The contents are presented by means of modules.
 

Fundamental modules form the basis needed to undertake the training required in the obtaining of the qualification. Core modules form the compulsory learning required in situations contextually relevant to the qualification. The elective module ensures that the purpose of the qualification is further extended.

3.4 Scope of training

The learning content forms one large whole (system) that can be distinguished in three smaller units (subsystems). This means that the various modules are related and form a logical bond with each other. In this way the various units influence each other.

The first unit (subsystem) (CONTEXT) provides the boundaries (structure).

The second unit (INVESTIGATION) (subsystem) does research and investigates the total context.

In the third unit (subsystem) (INTERVENTION STRATEGIES) an attempt is made to achieve change and development in the first subsystem by means of intervention(actions) (projects) in view of the research results.

3.5 Our Modular Matrix

 3.6 We believe in a people centred approach

4. HOW DOES THE TRAINING WORK?

4.1 Training and learning cycle

The twelve months of training are divided into 3 cycles that consist of a theoretical and a practical part. The duration of the theoretical sessions is 2 weeks at a time, while the practical sessions cover a period of approximately 9 to 11 weeks at a time. During the period of practical training learners are guided by the mentors, while they function as employees in the workplace (Social Auxiliary Workers receive guidance from Social Workers).

Assessment is done continuously. One of the many assessment instruments used, for example, is practical assignments. These assignments are performed on the basis of comprehensive guidelines that are provided. At the end of each theoretical session, a written examination is done. When learners are declared competent at the end of a year, a certificate is awarded. Learners can then register as Social Auxiliary Workers with the South African Council for Social Service Professions.

Briefly summarised the picture is as follows:

• The learning programme begins with a 1 day registration and orientation of the learners. During this time the mentors will receive an introductory orientation. The learners and mentors are provided with a learner manual in which some frequently asked issues are addressed and also where the schedule of learning is provided.
• Intensive mentor training will then commence for a period of 2 days and also be repeated 3 times during the course of the learnership to update and further assist mentors in their role
• Approximately 40 working days per year are needed, during which the learners are withdrawn from the workplace to receive theoretical training
• 3 modules are offered during the period of 10 working days
• For the next 9 to 11 weeks the learners work as employees of the workplace (Social Auxiliary Workers) in the office under the guidance of mentors (Social Workers). They are also expected to complete their practical and theoretical assignments during this period and to submit them to the provider
• Assessment is done continuously on the basis of a great variety of assessment tools
• After the 9 to 11 weeks period the learners assemble for 3 days prior to commencement of the theoretical session in order to write an examination on the modules completed
• When a learner is declared competent, the module, which includes both the theoretical and practical sections, is regarded as completed
• At the end of the 9 modules the learners are expected to do a structured interview (an oral examination) on a prescribed module, after which a final assessment is done
• A portfolio which is kept by the provider is compiled for each and every learner
• The portfolios are moderated and then verified by the relevant SETA
• After the SETA has endorsed the competent learners, certificates are issued
• At the end of the one year period the successful learners can register as Social Auxiliary Workers with the South African Council for Social Service Professions

4.2 What the support system entails?

During the period of practical training learners are guided by mentors who are registered Social Workers, while they function as employees in the workplace.

Intensive mentor training is presented for a period of 2 days and repeated 3 times during the course of the learnership to update and further assist mentors in their role.

4.3 Planning instruments

To ensure that training and learning are well structured, three instruments are carefully put in place, namely the schedule of learning, an operational plan and an assessment plan. This ensures that everybody is on board.

Mentors are provided with a procedure manual in which all procedures are addressed. All learners have access to this manual in which each and every procedure is carefully spelt out in detail.

4.4 What happens after endorsement?

After the twelve months of training, the assessment process is moderated by an internal moderator. After that the HWSETA endorses learners as competent and certificates are awarded. Learners can then register as Social Auxiliary Workers with the South African Council for Social Service Professions.

5. STATEMENT OF WORK

After the conclusion of the Service Level Agreement a Statement of Work is negotiated with and signed by the relevant roleplayers. The statement of work is a framework which describes the practical and operational part of the training project. It consists of (among others) the scope of the project, who the roleplayers are and what each one’s key tasks are as well as which communication channels have to be followed.

6. FINANCIAL MATTERS

Examples of budgets are available on request. Note however, that these budgets only serve as guidelines and as examples, and that they will be adapted specifically for eachworkplace and its needs.

7. PROVIDER INFORMATION