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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Critical Care Nursing (Adult ) 
SAQA QUAL ID QUALIFICATION TITLE
119090  Postgraduate Diploma in Critical Care Nursing (Adult ) 
ORIGINATOR
Stellenbosch University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0333/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 
Purpose:
The Postgraduate Diploma in Critical Care Nursing (Adult) is a qualification in its own right and can be classified as career-orientated.
The purpose of the Postgraduate Diploma in Adult Critical Care Nursing is to strengthen and deepen the learners' knowledge and expertise in nursing as a speciality. It will enable the nurse specialist to undertake advanced reflection and development using a systematic survey of current thinking, practice and research methods in the field or discipline. The qualification aims to develop a nurse specialist who will use expert knowledge to enhance patient care. This includes preventing disease, injury, complications, screening, appropriate management, and prompt referral of patients with specific and complex problems in all clinical settings.

The qualification will provide a high level of theoretical engagement, sound clinical judgement and intellectual independence, as well as the ability to relate knowledge to a range of contexts to render professional and competent nursing care highly skilled work. The qualification was designed to equip learners with relevant knowledge and skills combined with the required attitude and values to enter the field of nursing education as a career, either in the public or private sector. The qualification includes research and high demand for theoretical engagement as well as independent learning with the emphasis on higher-order meta-cognitive skills such as analysis, synthesis and evaluation. Reflective practice and critical thinking will be developed across the qualification.

The critical care nurse is found working in a variety of settings and contexts such as Multidisciplinary Units, Trauma Units, Neurosurgical Units, Cardiothoracic Units, Burns Units, etc., providing optimum holistic care. The context will include all kinds of health establishments. The critical care nurse may also work in association with the operating theatre in anaesthetics and recovery room though the patient with complex respiratory, haemodynamic and biochemical compromises can be accommodated by direct transfer of the critically ill patient to ICU.

The competencies of this nurse specialist overlap with some of the competencies of other nursing specialisation areas. The competency domains for the critical care nurse specialist include the following:
  • Professional, Ethical and Legal Practice.
  • Clinical Practice: Care Provision and Management.
  • Quality of practice.
  • Management and leadership.
  • Research.

    The qualification is designed around the specific exit-level outcomes appropriate to an NQF level 8 qualification, with relevant associated assessment criteria.
    The qualifying learner who has completed this qualification will be able to:
  • Practice within the ethical-legal parameters of the nursing profession, and resolve professional-ethical dilemmas by using decision-making and moral reasoning models
  • Apply knowledge of basic research methodology in the appraisal of articles in the field of critical care.
  • Demonstrate advanced knowledge of people-centred critical care of patients in a variety of Critical Care units, to promote health outcomes.
  • Render and coordinate comprehensive critical care nursing care to patients in a variety of critical care units, to promote health outcomes.
  • Apply scientific knowledge and principles of the systematic review and guideline development process, to evaluate and review the standard of guidelines used in critical care clinical practice.
  • Apply principles of evidence-based care to ensure quality patient care and safety in Critical Care nursing.
  • Implement strategies to develop self and peers by promoting self-directedness through a process of precepting and mentoring.
  • Manage critical care nursing services by implementing effective medico-legal norms, practices and standards within an inter-professional team.

    Rationale:
    This qualification addresses the human resource development needs of the country for specialist nurses. A specialist nurse/midwife practitioner is a registered nurse/midwife clinician who has acquired expert clinical knowledge and skills that include complex decision-making abilities and clinical competencies for expanded practice, the characteristics of which are shaped by the context and/or country in which she/he has the credentials to practice. This qualification will enable the learner to function as a leader who is a clinically focused, service-orientated; autonomous, innovative nurse specialist who can render comprehensive, scientific nursing care, as determined by the appropriate legislative framework.

    Over the past decade, there are changes in the nursing profession, not only in terms of the scope of practice but also in the prescribed curricula as well as government strategies to address the health care needs of the entire population of South Africa. These changes can be attributed to various factors such as the changing priorities of health care (e.g., more emphasis on primary health care in conjunction with prevention of morbidity and mortality), a review of the ideal professional nurse that fits the changing needs of the country, as well as the increasing sophistication of health care technologies.

    There has been a shift in the tasks performed by professional nurses because of the local shortage of other health professionals, especially doctors. The trend is to broaden the scope of practice of the professional nurse and expect them to perform tasks that only doctors were allowed to perform in the past. In addition, leaders in the health care system are committed to meeting the Sustainable Development Goals (SDGs) that aim to address the complex burden of disease as well as ensure constructive responsiveness to burdens such as HIV/AIDS, tuberculosis and other lifestyle-related diseases. Learners will function within the approved scope of practice as specified by the South African Nursing Council (SANC), complemented by the policies and procedures of the institution of employment.

    South Africa has lost thousands of nurses to developed countries that are already better supplied with health professionals. It has depleted the health care system of vital human resources, which has had significant negative effects on the quality of health care at all levels. Conditions are particularly bad in the public sector, where only 60% of nurses are serving potentially 85% of the population who are uninsured and largely reliant on public health services. All indications are that the supply-demand gap is growing. This trend has a significant negative effect on the quality of health care, both in the primary health care and the secondary as well as tertiary sectors - professional nurses are the backbone of health care today.

    Another factor is a growing awareness that the nursing sector needs stronger leadership at all levels. Nursing professionals must be equipped with knowledge and skills in applying leadership for different purposes, such as nursing curriculum development as well as the review and improvement of nursing education practice, including the application of innovative teaching and learning methods in line with global trends. A further influencing factor is that South Africa has an ageing workforce (in common with most countries globally), with 45 600 nurses retiring within the next 10 years, escalating the further risk of a great loss in experience and expertise.

    South Africa requires a new range of nursing qualifications aligned with the Higher Education Qualifications Sub-Framework (HEQSF) and health care priorities jointly; therefore, the management of nursing education institutions is tasked with translating new policies and legislation into curricula that will produce competent nurses that will be able to create and ensure environments and conditions that enhance and enable the achievement of positive health outcomes. In April 2011, the Department of Health held a nursing summit on the theme "Reconstruction and Revitalizing the Nursing Profession". Six core areas were identified as priorities during this summit which included nursing education and training; leadership, governance, policy, and legislation; ethical matters as well as nursing practice. The South African Nursing Council (SANC) has published new competencies and a qualifications framework for the speciality qualifications. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Nursing, NQF Level 7, granting access to a Postgraduate Diploma.
    Or
  • Advanced Diploma in Nursing at NQF Level 7.
    Or
  • Bachelor's Degree in the Cognate Field, NQF Level 7, granting access to a Postgraduate Diploma. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

    Compulsory Modules,120 Credits:
  • Praxis of Specialist Practice, 8 Credits.
  • Leadership and Development in Specialist Practice, 8 Credits.
  • Evidence-based practice, 8 Credits.
  • Principles and processes of critical care nursing, 23 Credits.
  • System Abnormalities: Critical Care Nursing, 28 Credits.
  • Specialist Critical care practices, 45 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Practice within the ethical- legal parameters of the nursing profession, and resolve. professional-ethical dilemmas by using decision-making and moral reasoning models.
    2. Apply basic knowledge and principles of research methodology in the appraisal of articles in the field of critical care.
    3. Demonstrate advanced knowledge of people-centred critical care of patients in a variety of Critical Care units, to promote health outcomes.
    4. Render and coordinate comprehensive Critical Care nursing care to patients in a variety of critical care units, to promote health outcomes.
    5. Apply scientific knowledge and principles of the systematic review and guideline development process, to evaluate and review the standard of guidelines used in Critical Care clinical practice.
    6. Apply the principles of evidence-based care to ensure quality in Critical Care nursing.
    7. Implement strategies to develop self and peers by promoting self-directedness through a process of precepting and mentoring.
    8. Manage critical care nursing services by implementing effective medico-legal norms, practices and standards within an inter-professional team. 

    ASSOCIATED ASSESSMENT CRITERIA 
    ASSOCIATED ASSESSMENT CRITERIA
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Use critical decision-making and moral reasoning models to guide clinical practice and resolve professional-ethical dilemmas within critical care settings.
  • Apply the relevant latest legislation, policies, protocols, regulations, guidelines, directives, and applicable ethics regarding Critical Care in practice.
  • Ensure that the professional-ethical and legal frameworks guide the critical care specialist practice.
  • Practice and facilitate advocacy for the rights and best interests of the critically ill patient.
  • Interpret and apply ethical codes, professional accountability and responsibility, confidentiality, and standards for the practice of critical care nursing consistently and correctly.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse and apply academic writing skills in the research report.
  • Appraise research articles in the field of critical care nursing d through the application of basic knowledge of research methodology.
  • Differentiate qualitative, quantitative, and mixed-methods research designs accurately.
  • Integrate evidence-based practice of research findings for safe, effective and efficient practice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Promote health outcomes through the demonstration of knowledge of people-centred critical care nursing in a variety of critical care units.
  • Interpret and use epidemiological data pertaining to critical care to plan a community awareness programme and campaign.
  • Identify, debate, recommend and communicate legislation, policies and guidelines relevant to critical care to authorities.
  • Identify strategies to ensure that the human rights of vulnerable populations in critical care units are respected.
  • Develop and use the best available evidence to plan a healthy environment in critical care units.
  • Debate, recommend and communicate the influence of the psychosocial, political, cultural and economic developments within the country on the provision of critical care to authorities with the ultimate goal of improving critical care nursing.
  • Explore and debate suitable injury/ condition-specific assessment techniques to improve health outcomes of critically ill patients.
  • Use biomedical, pharmacology and psychosocial sciences to explain the interpretation of health assessment findings and management of conditions affecting critically ill patients.
  • Interpret and explain subjective and objective assessments to make a nursing diagnosis.
  • Base comprehensive individual, people-centred inter-professional treatment plans on assessment findings and standardised national and contextually appropriate guidelines in the critical care settings.
  • Establish care priorities to the critically ill patient's problems and severity, with due consideration of system and practice challenges.
  • Monitor and interpret the health status of the critically ill patient continuously and plan actions within an inter-professional team.
  • Explain and debate the rationale and safety measures of technological devices used in the critical care environment.
  • Use principles of health dialogue to communicate with the patient, families, and the inter-professional team.
  • Explore and debate care pathways and the referral system.
  • Discuss and plan the transportation of critically ill patients appropriately.
  • Analyse and implement national core standards to evaluate records of critically ill patients.
  • Evaluate the accuracy of data pertaining to critical care patients.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Promote health outcomes through the rendering and coordinating of specialist critical care nursing in a variety of Critical Care units.
  • Conduct community awareness campaigns based on critical care epidemiological data.
  • Create and sustain a healthy critical care environment that is based on the best available evidence.
  • Perform, analyse and interpret subjective and objective assessments.
  • Execute and coordinate comprehensive individual, person-centred treatment plans competently within an inter-professional team.
  • Calculate and classify the severity of a patient's condition according to standardised tools and execute optimal interventions within the limitations of the system and practice.
  • Monitor, interpret and act on the health status of the patient is continuously within the inter-professional team.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Evaluate and report current evidence-based guidelines used in critical care practice at predetermined times to improve health care.
  • Formulate research questions according to the patient/population, intervention, comparison, and outcomes (PICO)and other formats.
  • Appraise evidence-based practice, theories or models on critical care critically and adopt best practice guidelines to improve health care service delivery.
  • Search databases by using Boolean and other information search strategies.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Promote quality of patient care and safety in critical care settings by implementing evidence-based practice.
  • Use systematic reviews to improve client experience and outcomes in critical care health services.
  • Perform quality audits aimed at improving patient services at predetermined times.
  • Critique, develop and implement clinical standards for critically ill patients.
  • Monitor patient outcomes in Critical healthcare services, including quality patient care and safety continuously.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Apply precepting and mentoring processes to develop self and peers.
  • Activities towards enhancing Continuous Professional Development (CPD) are evident.
  • Develop thinking and reasoning processes of self and others through the facilitation of learning.
  • Apply learning theories in own development and the development of others.
  • Create a positive learning environment by supporting peers and novices.
  • Establish and use academic networks to sustain personal development.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Manage critical care health services according to medico-legal norms, practices and standards within an inter-professional team.
  • Access and use benchmarks and best practices to develop indicators for quality and cost-effectiveness in critical care nursing.
  • Identify and apply appropriate leadership styles in the critical care inter-professional team.
  • Create and document shared decision-making opportunities regarding critical care health services.
  • Mobilise and utilise resources to optimise the critical care health environment.
  • Analyse and optimise care and referral pathways.
  • Coordinate the activities of the inter-professional team within the critical care unit.
  • Compile and use morbidity and mortality data of critical care nursing to guide decision-making.

    INTEGRATED ASSESSMENT
    The assessment practice will be aligned with the institution's policy, which requires and provides for different kinds of assessment. Integrated assessment is applied to ensure that the purpose of the qualification is achieved.
    Assessment will be an integrated part of the entire teaching and learning process. Integrated assessment in this qualification allows the learner to demonstrate applied competence and uses a range of formative and summative assessment methods.
    Two assessment systems are used in this qualification: flexible and examination. The institution's regulation for internal and external moderation and the processing of results is followed.

    Examination assessment system:
  • The traditional examination system is followed where a range of assessments will contribute towards a class mark, which allows access to the final examination.
  • Both the class mark and the examination contribute towards the learners' final marks in a predetermined ratio, usually 50:50.

    Flexible Assessment system:
  • Flexible assessment systems will be used where a range of different types of assignments and projects will contribute towards a final mark.
  • These assessments will aim to provide a range of marks or grades related to a learner's performance.
  • A mix of simulated and actual clinical practice in the appropriate care settings will provide important assessment opportunities.

    Formative Assessment:
  • Formative assessment will be done through the completion of workbook activities, group discussion, immersive simulation, reflection after clinical learning experiences.
  • The purpose of formative assessment is to provide regular feedback to the learners on their progress.
  • Formative assessment will assist the learner in the learning process and usually will not contribute to grading and promotion.

    Clinical Assessment:
    Work placement allows for the practice of work/professional roles and competencies to a safe level under the supervision of registered professional nurses and clinical facilitators. The required hours and nature of work-based learning are clearly stipulated by the SANC as being 720 hours of work.
    Integrated learning (which can be work-based, clinical skills laboratory or other clinical experiences) and of which 50% must be supervised and mentored. The clinical assessments include:
  • Clinical assessments of physical examination skills using checklists, work and observation sheets; peer reviews of clinical skills are completed before formal assessment.
  • Case based integrated assessment checklists, work and observation sheets (for example in the clinical setting).
  • Workbook/portfolio (practice register) to be completed as part of WIL

    Clinical Assessment:
  • Work placement allows for the practice of work/professional roles and competencies to a safe level under the supervision of registered professional nurses and clinical facilitators.
  • The required hours and nature of work-based learning are clearly stipulated by the SANC as being 720 hours of work-integrated learning (which can be work-based, clinical skills laboratory or other clinical experiences) and of which 50% must be supervised and mentored.

    Summative Assessment:
  • The purpose of summative assessment is to evaluate a learner's performance in meeting the requirements qualification. In practical terms, the specific assessment opportunities in this qualification will be the following:
  • Assignments, tests or quizzes. These could include e-assessments.
  • Examination papers.
  • Portfolio of evidence.
  • Practical evaluations, for example, portfolios, clinical competency reviews, clinic assessments, OSCE's and so forth. 
    		•

    INTERNATIONAL COMPARABILITY 
    South Africa is a longstanding and active member of the ICN as well as the International Labour Organisation (ILO), a member of the African Union (AU), the Southern African Development Community (SADC) and the Commonwealth. The proposed qualification would meet recognition requirements in most of the member countries of these organisations and throughout Sub-Saharan Africa. The United Kingdom, United States of America, New Zealand, Australia, Canada, Netherlands and the UAE are keen to employ South African nurses. South African nursing standards exceed those in comparable economies such as Brazil, Indonesia, and India. In Africa, countries such as Botswana, Swaziland, Tanzania, Namibia, Zimbabwe and Zambia accept South African nursing qualifications.

    Country: Australia
    Institution: University of Notre Dame
    Qualification Title: Graduate Diploma of Critical Care Nursing.
    Entry requirements:
  • Applicants for this qualification must have an undergraduate nursing degree or equivalent and be an employee of an

    approved health service.
  • They must also hold a current license to practice as a registered nurse and have at least one year of postgraduate experience and be accepted by the Course Coordinator.
    Purpose
  • This is a one-year full-time qualification, tailored to the needs of working nurses who want to specialise in critical care nursing. Qualifying learners can further upgrade their qualifications by taking a Master of Nursing (Critical Care) which requires a further two semesters of part-time study.

    Qualification structure:
    Similar to the South African qualification, this qualification consists of the following compulsory modules.
  • Nursing Practice 1.
  • Critical Care.
  • Clinical Governance Critical Care.
  • Leadership and Management Critical Care.
  • Advanced Health Assessment Critical Care.
  • Reflective Practice Critical Care.
  • Nursing Practice 2 Critical Care.
  • Ethics for Professional Life.

    Unique features of this qualification include the following:
  • There are fundamental modules that cut across all fields of specialisation in the different postgraduate diploma qualifications. Learners are required to apply such knowledge to the field of nursing education and training.
  • A component of research, ethics and evidence-based practice to develop capacity in research in preparation for further studies in any of the specialised fields at a Master's level.
  • The curriculum covers not only a theoretical component. Learners are prepared to function as nurse practitioners in the field of critical care; hence a mix of teaching-learning activities are applied to develop a range of skills and abilities they will count on a practical level. It includes assignments designed according to principles of simulated experiential learning.
  • There is a component of compulsory work-integrated learning requiring candidates to complete a prescribed number of work hours at accredited clinical facilities institutions. It provides the opportunity for learners to master the ability to transfer knowledge and skills to the real-life critical care nursing environment.

    Country: United Kingdom.
    Institution: University of Glasgow
    Qualification Title: Postgraduate Diploma
    This is a one-year fulltime and two years part-time qualification.

    Rationale:
  • This qualification is open to doctors, nurses, and allied health professionals and ultimately leads to a Master's degree.
  • The clinical components acquired and attained during this qualification make graduates very desirable for prospective employers. The aim is for graduates to be highly effective clinical leaders in their field and place of work.

    Qualification Structure:
    The qualification is designed to introduce the academic skills required to complete the course and apply the evidence-based practice. The learners will also start the in-depth exploration of core clinical subjects in Critical Care and begin to produce independent reports/essays for submission online.
    There will be opportunities to discuss clinical cases, policies, management pathways, research, and other aspects with world leaders in the field of Critical Care education and the opportunity to form professional ties with them.

    Compulsory Modules:
    Clinical
  • Sepsis: definitions, diagnosis and management
  • Respiratory failure
  • Trauma and multi-organ failure
    Non-Clinical
  • Research and scientific writing skills

    Similarities:
  • The duration of both the University of Glasgow and the South African qualifications are offered over one year of full-time study.
  • Both qualifications are designed for registered nurses looking to prepare for a career in a critical care setting, or those currently employed in a critical care setting who wish to improve their knowledge and skills, this qualification combines both theory and hands-on practice to prepare learners to function effectively in a critical care setting.
  • Work and assignments are tailored for learners to reflect on implementing knowledge and skills in their own unit, country, or region.
  • Teaching sessions for both qualifications will include online interactive tutorials, practical demonstrations, and peer discussion forums in both qualifications.
  • Both the University of Glasgow and the South African qualifications study, in depth, a wide range of clinical and non-clinical topics pertinent to the practice of Critical Care.

    Conclusion:
    The quality and scope of South African nursing qualifications are endorsed by the fact that most developed countries readily accept South African nursing qualifications. Furthermore, the new nursing qualifications are aligned to the criteria and standards for education, practice and regulation of specialist nurse/midwifery practice made by the International Council of Nurses (ICN). 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Postgraduate Diploma in Critical Care Nursing, NQF Level 8.
  • Postgraduate Diploma in Occupational Health Nursing, NQF Level 8.
  • Postgraduate Diploma in Nursing Education, NQF Level 8.
  • Bachelor of Nursing Honours, NQF Level 8.
  • Postgraduate Diploma in Nursing, NQF Level 8.
  • Postgraduate Diploma in Operation Theatre Nursing, NQF Level 8.

    Vertical Articulation:
  • Master of Nursing, NQF Level 9.
  • Master of Nursing in Critical Care and Trauma, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS 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.
     
    NONE 


    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.