The SASSA Outside the Classroom Program (also known as Out-of-School-Time Program) is an off-campus initiative and co-curricular program designed to educate the whole student through the completion of programs, events, and experiences that provide a pathway for students to have the best possible collegiate experience and acquire critical skills towards the development of graduate competencies needed for future employment or entrepreneurship opportunities.

The SASSA OCC Program will provide the various student learning communities to be engaged in educationally purposeful activities as part of their out-of-school-time extramural activities. The Out-of-school time (OST) programs represent a vital opportunity and resource for learning and development for college and university commuter students. There is growing recognition that OST is important to get students to be connected to positive role models and engaged in their education at a time when many are beginning to disengage from the time spend on campus.

The Out-of-Classroom Curriculum is designed to develop the following graduate attributes in the form of learning and development outcomes:

  • Sense of Self: The participants should be able to integrate an awareness of personal skills, abilities, values, and beliefs into the development of identity, a sense of purpose, and management of self.
  • Leadership Development: The participants should have knowledge, skills, and experience to lead others in achieving a common goal.
  • Communication Skills: The participants should be able to be effective and confident in oral, interpersonal, and written communication.
  • Global and Cultural Awareness: The participants should understands diverse cultures and functions as a global citizen informed about issues that impact people, society, and nations.
  • Wellness: The participants should have knowledge, behaviours, and habits conducive to health and wellness.
  • Spirituality: The participants should be able to appreciate spirituality; have awareness, respect and appreciate the diversity of the various religious systems especially those different from their own.
  • Appreciation of the Arts: The participants should have acquired a personal definition of art derived from knowledge about and experience with a variety of art forms.
  • Technology Competency: The participants should demonstrate the ability to use various mediums of technology and computer literacy.
  • Initiative and Drive: The participants should demonstrate the ability to conceptualize an ambitious goal, develops a plan to accomplish the goal, and completes all tasks to successfully achieve the goal.
  • Community Pride: The participants should have a sense of belonging to the community and is engaged in the spirit and purpose of the community.
  • Service to Others: The participants should be conscious of the needs of others and committed to civic engagement and community service.
  • Driver Education: The participants should successfully complete the ten-module Driver Education Program and successfully acquire a valid South African or International Driver`s Licence.
  • Career Preparation: The participants should have the knowledge, skills, and experience to be competitive in gaining employment or initiate an entrepreneurial venture.
Students who earn a prescribed threshold of credits through their active participation will be awarded an Out of Classroom Program Certificate. Participation will be monitored through the SASSA Smart Card.


SASSA has designed “student learning communities” to promote the culture of learning amongst college and university students. The defining quality of a student learning community is that it is driven by a culture of learning, in which everyone is involved in a collective effort of understanding.

The community appreciates diversity of expertise among its members, who are valued for their contributions and given support to develop. It has a shared objective of continually advancing the collective knowledge and skills. It places an emphasis on learning how to learn. The community develops mechanisms for sharing what is learned. The various student learning communities will be formed according to the common interest of the students and the activities will be guided by a designed curriculum.

The student learning communities model will include the following:

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