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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Health Services Management 
SAQA QUAL ID QUALIFICATION TITLE
119097  Postgraduate Diploma in Health Services Management 
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:
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. The Postgraduate Diploma in Health Services Management provides a career path for professional nurses who want to remain in a clinical context but who would like to specialise in nursing management and healthcare services, to add to their depth of knowledge, skills, attitudes, and values (competencies).

The purpose of this qualification 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 by means of a systematic survey of current thinking, practice and research methods in their 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 provides development opportunities for a high level of theoretical engagement, sound nursing leadership and management judgement and critical cognitive independence, as well as the ability to relate knowledge to a range of contexts to render professional and competent nursing care, that is, highly skilled work. The qualification is designed to equip candidates with relevant knowledge and skills combined with the required attitude and values to enter the field of nursing leadership and management as a career, either in the public or private sector. The qualification includes research and a high demand on 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 all modules as much as possible.

Qualifying learners will be able to:
  • Examine and apply theories, research methodologies, methods, and techniques relevant to the health service management practice.
  • Evaluate research as part of evidence-based practice to solve complex problems in primary care.
  • Integrate ethics, professional practice, a systems approach, interprofessional collaboration and teamwork into the core curriculum.
  • Take ownership and manage their professional development and learning through self-directed learning.
  • Apply management and administration skills to health care, health professions, and practice management.

    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. The health services manager is found in health services settings, which include but are not limited to, all clinics, primary health care centres, correctional facilities, hospitals, outpatient departments", ward-based health forums, Non-Governmental Organizations, private partners. The context will include all kinds of health establishments.

    Rationale:
    South Africa as well as international healthcare organisations need nursing service managers to lead and manage their organisations. Nursing service managers are essential for the operations in healthcare organisations, especially given an international shortage of nurses alongside extended healthcare demands and challenges. Nursing services managers are uniquely positioned to ensure success in the healthcare sector such as the Re-engineering of the Primary Health Care strategy of the Department of Health, and the proposed National Health Insurance plan for South Africa. The sector needs qualified nurse manager specialists, both to improve practice and to manage healthcare services in an environment of scarce resources, to address the needs of the community.

    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 The qualification is aligned to the exit level outcomes and competencies published by the South African Nursing Council and places a unique emphasis on strategic leadership and management, risk and financial management, human resource management and evidence-based practice. 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 competencies of this nurse specialist overlap with some of the competencies of other nursing specialisation areas. The competency domains for the Health services manager include the following:
  • Professional, Ethical and Legal Practice.
  • Clinical Practice: Care Provision and Management.
  • Quality of practice.
  • Management and leadership.
  • Research.

    Learners who enrolled in this qualification primarily come from all the provinces of South Africa and abroad such as Saudi Arabia. These include learners from various previous educational backgrounds. Learners gain understanding of the dynamics of nursing service management and its challenges. They learn to cope with the demands of providing health service leadership and management in healthcare. They apply their knowledge of evidence-based health services management practice to continuously improve the quality of patient care and patient outcomes. Qualifying learners will be able to advance to a master's degree (NQF level 9). 
    		•

    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 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:
  • A Bachelor of Nursing, NQF Level 7.
    Or
  • Advanced Diploma in Occupational Health Nursing NQF Level 7.
    Or
  • Advanced Diploma in Health Management, NQF Level 7.
    Or
  • Advanced Diploma in Health Services Management and Leadership, NQF Level 7.
    Or
  • A relevant qualification in the related field at NQF level 7 granting access to Postgraduate Studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory modules, Level 8, 120 Credits.
  • Praxis of Specialist Practice, 8 Credits.
  • Applied Research, 8 Credits.
  • Leadership and Management, 30 Credits.
  • Evidence-based Nursing and Midwifery Practice, 8 Credits.
  • Risk and Financial Management, 20 Credits.
  • Human Resource Management, 20 Credits.
  • Heath Services Management Practices, 26 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Manage a Healthcare facility within the ethical and 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 field of health system management.
    3. Demonstrate a comprehensive understanding of the components of the management process and professionalism.
    4. Think and plan strategically to improve organisational performance.
    5. Demonstrate the ability to apply principles of budgetary governance.
    6. Implement strategies to develop self, peers, and others by promoting self-directedness through a process of mentoring and precepting.
    7. Apply knowledge and principles of the systematic review and guideline development process to evaluate the standard of guidelines used in Health systems management.
    8. Apply principles of evidence-based practice to improve the quality of Health Services management. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Use critical decision making and moral reasoning models to resolve ethical dilemmas within Health Services management.
  • Identify and debate the relevant latest legislation, policies, regulations, and guidelines pertaining to Health Services Management.
  • Apply advocacy principles to advocate for safe and quality care/ service.
  • Manage professional misconduct according to institutional and legal protocols.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply academic writing skills in research reports.
  • Appraise research articles in the field of Health Services management through the application of basic knowledge of research methodology.
  • Differentiate accurate qualitative, quantitative, and mixed-method research designs.
  • Integrate evidence-based practice of research findings for safe, effective, and efficient practice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Debate principles and theories of health services management and leadership.
  • Implement supervisory models to control the quality of management and nursing care.
  • Manage resources cost-effectively in a way that supports optimal care provision.
  • Debate change management models that apply to healthcare.
  • Reflect on team functions and team leadership and compared with the available best evidence on collaborative group work.
  • Explore and demonstrate effective problem-solving processes.
  • Manage professional misconduct according to institutional and professional protocol.
  • Address labour relations issues within the legal framework.
  • Manage conflict constructively by means of mediating and negotiation techniques

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Differentiate strategic thinking and strategic planning.
  • Use global trends in health, politics, available resources, population growth, etc to inform the strategic thinking of a healthcare facility.
  • Conduct and present a comprehensive stakeholder analysis.
  • Conduct a situational analysis by means of a standardised strategy e.g., Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis, Threats, Opportunities, Weaknesses and Strengths (TOWS) matrix etc.
  • Develop a strategic plan for a Nurse Manager in a healthcare facility is developed according to the strategic planning steps.
  • Evaluate and debate strategy implementation and execution in a healthcare facility.
  • Use action learning and planning strategies to monitor innovations.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Compare and debate the proportion of the National Budget allocated to healthcare with other countries.
  • Debate budget distribution down to your healthcare facility.
  • Discuss stages of the budget execution cycle.
  • Use budget compliance control measures to evaluate institutional practice.
  • Explore and debate issues related to the management and monitoring of budget execution.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use mentoring models to develop self and novices.
  • Establish academic/professional networks to sustain lifelong learning.
  • Create a positive learning climate by establishing positive relationships.
  • Show evidence of activities towards enhancing Continuous Professional Development (CPD).
  • Use performance appraisal principles to monitor own development within the qualification.
  • Utilise collaborative mentoring models to develop self and novices.
  • Explore and debate collaborative leadership styles are explored and debated.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Evaluate current evidence-based guidelines used in Health services management by applying knowledge of the systematic review and guideline development process.
  • Formulate research questions according to the population, intervention, control, and outcomes (PICO) format and any other format.
  • Search databases by using Boolean and other information search strategies.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Promote quality of health services management by implementing evidence-based practice.
  • Use systematic reviews to improve health services management.
  • Perform quality audits aimed at improving health services management at predetermined times.
  • Access and use benchmarks and best practices to develop indicators for quality and cost-effectiveness in health services management.
  • Critique, develop and implement standards for health services management.

    INTEGRATED ASSESSMENT:
    The assessment practice will be aligned with the Institution's policy, which requires and provides for different kinds of assessment. Generally, a policy of integrated assessment is applied to ensure that the purpose of the qualification is achieved. This means, amongst other things, that learners will be assessed as to their ability to integrate and apply knowledge gained from one module to another module during the assessment of core modules. Also, the assessment will be an integrated part of the entire teaching and learning process.

    The qualification makes use of two assessment systems, namely: flexible and examination. The university regulation for internal and external moderation and the processing of results is followed.

    Examination assessment system:
    Some modules in this qualification will follow the traditional examination system where a range of assessments will contribute towards a class mark for the module, which allows access to the final examination. The module is concluded with a final examination. Both the class mark and the examination contribute toward the learner's final marks in a predetermined ratio, usually 50:50.

    Flexible Assessment system:
    Some modules in this qualification will use a flexible assessment system where a range of different types of assignments and projects will contribute towards a final mark. These modules may be concluded without a final examination. 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 appropriate care settings will provide important assessment opportunities.

    Formative Assessment:
    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. Formative assessment takes place during (and sometimes throughout) a course and in this sense, it may be (and often is) part of flexible assessment.

    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 Work Integrated Learning.

    Summative Assessment:
    The purpose of summative assessment is to evaluate a learner's performance in meeting the requirements of the module as stated, i.e., a pass or fail.

    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, objective structured clinical examinations (OSCE's) and so forth. 
    		•

    INTERNATIONAL COMPARABILITY 
    Professional nurses who obtained this qualification are highly employable globally. In the nursing field, comparison against examples of best practices is often used to review and modify current learning programmes/qualifications to make improvements to the benefit of learners. The quality and scope of South African nursing qualifications is 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).

    This qualification compares favourably with similar qualifications across all member countries of where similar qualifications are offered.

    Country: New Zealand
    Institution: Massey University (MU)
    Qualification Title: Post graduate Diploma in Health Service Management

    Similarities:
    The Massey University (MU) qualification is comparable to the South African qualification is nth following criteria.

    Duration:
    Both MU and SA qualifications are offered over a period of one year full-time or part time.

    NQF Level and Credits:
    Both the SA qualifications are registered at the South African NQF and New Zealand Qualifications Framework (NZQF) Level 8 and 120 Credits.

    Entry requirements:
    The MU qualification entry requirements are similar to the South African qualification in that both qualifications require a healthcare university degree, equivalent to the South African Bachelors and registration with the Nursing Council.

    Purpose:
    Both the MU and SA qualifications are designed for experienced people working in the health and disability sectors who wish to prepare themselves for positions in health service management. The integration of theory and practice is an essential element of this qualification.

    Upon the completion of the MU and SA qualifications, qualifying learners will be able to:
  • Examine contemporary, relevant issues in health service management.
  • Learn to use the tools available to mitigate or deal with these issues.
  • Gain in-depth knowledge of areas such as health systems management, policy, economics, information management and informatics/digital health.
  • Gain skills in clearly and concisely communicating findings in oral and written form.

    The qualifications may contribute to educational requirements for continuing competence for medical and nursing health professional groups as required under the Health Practitioners Competence Assurance Act 2003.

    On successful completion of the qualification, learners are eligible to have their Health Service Management qualification and prescribing qualification recorded with the Nursing Council of New Zealand and South Africa.
    Both qualifications are intended for learners working in, or aiming to work in, management or clinical leadership roles in any part of the health sector. In the management area, learners may be working in general management, human resources, operations management and logistics, digital health, or information technology. This is not an exhaustive list. Clinical leads could be from medical, nursing, pharmacy, or other allied health areas in District Health Boards (DHBs), Primary Health Organisations and non-government organisations (NGOs).

    Qualification structure:
    The qualification consists of the following compulsory and elective modules.
    Compulsory Modules, 60 Credits.
  • Health Systems Management, 30 Credits.
  • Health Information Management, 30 Credits.

    Elective Modules, 60 Credits (select two modules from the following):
  • Leading and Changing Organisations, 30 Credits.
  • Health Law and Policy, 30 Credits.
  • Contemporary Issues in Health Service Management, 30 Credits.
  • Health Research Design and Method, 30 Credits.
  • Health Economics, 30 Credits.

    Similarities:
  • The duration of both the Massey University and the South African qualifications is one-year full time.
  • Both qualifications are registered at the same NQF Level 8 and have similar credits of 120.
  • Both qualifications share similar entry requirements, purpose, rationale and exit level outcomes as outlined above.

    Differences:
  • The MU qualification is taught online, and learners are required to access core and supplementary digital study resources, contribute to discussion fora and complete online activities and assessment tasks whereas the SA qualification uses blended learning.
  • The Massey University consists of the compulsory and elective modules while South African qualification consists of compulsory modules only and not electives.

    Unique features of the MU qualification include the following:
  • There are core modules that cut across all fields of specialisation in the different postgraduate diploma qualification is offered by institution. Learners are required to apply such knowledge to the field of nursing service management, amongst other.
  • 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 nursing service managers in all the areas of the healthcare sector; hence a mix of teaching- learning activities is applied to develop a range of skills and abilities they will encounter at the practical level. It includes assignments designed according to principles of experiential learning.
  • There is a component of compulsory work-integrated learning (WIL) requiring learners to complete a prescribed number of work hours at healthcare facilities. It provides the opportunity to learners to master the ability to transfer knowledge and skills to real-life health services management.

    Country: Australia
    Institution: University of Tasmania
    Qualification Title: Graduate Diploma of Health Service Management
    NQF Level: Australian Qualifications Framework (AQF) Level 8.
    Credits: 120
    Duration: One-year full time
    Entry Requirements:
  • Australian bachelor's degree, Graduate Certificate, or equivalent level standard in any other institution in an unrelated discipline and a minimum of one-year relevant work experience in the health sector.
    OR
  • A minimum of five years of approved relevant work experience in the health sector or other special circumstances (e.g., post-secondary qualifications) as approved by the Dean or delegated authority.

    Purpose/Rationale:
    The Graduate Diploma of Health Service Management is an advanced qualification of study designed to provide management professionals from both the public and private health sectors with training focussed on issues of contemporary professional management practice.

    The Graduate Diploma in Health Service Management is a pathway to the Master of Health Service Management, and the Master of Health Information Management.

    Similarities:
  • Both the University of Tasmania and the South African qualifications are registered at NQF Level 8 with same credits, 120.
  • The duration for both qualifications is one-year full time.
  • Both qualifications share similar entry requirements, purpose, rationale, and articulation options.

    Differences:

    Qualification Structure:
  • To qualify for the Graduate Diploma of Health Service Management, the candidate shall pass any combination of units from the core of the Master of Health Services Management or Master of Health Information Management which collectively constitutes 100 credit points.
  • The units that may be included in the Graduate Diploma of Health Service Management shall unless otherwise approved by the Tasmanian School of Business and Economics, be in accordance with the Schedules accompanying these specifications.
  • Units may be counted towards the Graduate Diploma of Health Service Management only if they have been taken in accordance with prerequisites determined by the Tasmanian School of Business and Economics and as summarised in the Schedule accompanying these specifications.
  • Where two or more units of the same name or content are offered within the University, only one may be counted towards the Graduate Diploma of Health Service Management.
  • In every case the candidate's choice of units and the order in which they are taken shall be subject to approval by the Course Coordinator.

    Country: United Kingdom
    Institution: University of Glasgow
    Qualification Title: Postgraduate Diploma in Health Services Management
    Duration: Full-Time, 12 months
    Purpose/Rationale:
    The University of Glasgow (UG) and the South African (SA) qualifications are both designed for learners interested in pursuing or enhancing their careers in health service management at all levels, from general practice to large hospital organisations in the private healthcare sector, charity organisations, and the pharmaceutical industry; at local, national, and global levels.

    The complex nature of health services poses challenges to those charged with managing competing needs and demands with limited resources. Both qualifications aim to train learners to:
  • Provide safe, effective, and high-quality care through effective organisation and management.
  • Explore management, marketing, and leadership skills in contemporary health service organisations.
  • Deal with the pressure of developing services, changing policies and ever-changing demands of senior management positions.
  • Motivate teams, transform services to meet changing demands and promote caring environments.

    The UG and SA qualifications provide a range of training in transferable skills, including:
  • Develop skills in independent learning, time management, teamwork, and leadership.
  • Develop reflective practitioner skills.
  • Synthesise information and data from multiple sources and develop skills in the literature review. To include books, journals, social media (including Twitter, blogs, podcasts), general media, governmental and charity publications as well as patient experience.
  • Improve confidence in presenting original work to peers including essays, oral presentations, and posters.
  • Reflect and learn from peer and course tutor feedback.
  • Critically review the literature and develop analytical skills.
  • Develop organisational skills.
  • Develop skills in problem-solving.

    The UG and SA qualifications are intended for learners who are may already health professionals and wish to develop their leadership skills to further the organisations values or be looking to develop linkages across the health and social care sector. The qualifications are suitable for those working in a range of settings including public, private, and not for profit health service environments. Alternatively, learners may be new to management and health service organisations but wish to engage in a role where values and compassion can facilitate social change. Examples of job types include:
  • Health service management at all levels and globally.
  • General practice.
  • Large hospital organisations.
  • Private healthcare sector.
  • Charity organisations.
  • Pharmaceutical industry at a local, national, and global level.

    Qualification structure:
    The qualification will cover three main themes:
  • Provision of thorough knowledge and understanding of evidence-based practice by introducing systems for managers and administrators to minimise errors and monitor performance. The qualification will guide strong leadership and effective management to ensure the achievement of organisational objectives against a background of increasing public expectations.
  • Provision of a critical appreciation of relevant theoretical, methodological, and technical literature from the central business disciplines and cultivate analytical and interpretive abilities and enable learners to integrate these with essential managerial and business skills.
  • Reflection on the knowledge acquired during the taught elements of the qualification and take independent responsibility for the application of explicit management responsibilities and practices to a relevant problem for the completion of the dissertation.

    The qualification comprises the following compulsory and elective modules.
    Compulsory Modules - all completed in semester one
  • Introduction to Management and Leadership in Health Services.
  • Contemporary Issues in Human Resource Management.
  • Marketing Management.
  • Research Approaches in Health Care
  • Managing Strategic Change.

    Optional/Elective Modules: on campus (Choose any three optional courses from either on campus, online or a combination of both.
  • Managing Creativity and Innovation.
  • Project Management.
  • Leadership in Contemporary Health Care.
  • Managing Health Care Organisations.
  • Understanding Health Policy.
  • Substance Use, Health, and Society.
  • Global Health Challenges.
  • Health and Culture.
  • Environment, Sustainability and Health.
  • Qualitative Research Methods.
  • Ethical issues in public health.

    Optional/Elective Modules: Online
  • Leading Improvement in Care Provision.
  • Transforming Care Services.
  • Health Economics.

    Similar modules are:
  • Leadership and Management.
  • Evidence-based Nursing and Midwifery Practice.
  • Risk and Financial Management.
  • Human Resource Management.
  • Heath Services Management Practices.
  • Research Approaches in Health Care.

    Similarities:
  • The duration of both the University of Glasgow and the South African qualifications is one-year full time.
  • Both qualifications are designed for health professionals who wish to develop their leadership skills to further the organisations values or be looking to develop linkages across the health and social care sector. The qualification is suitable for those working in a range of settings including public, private, and not for profit health service environments.
  • Both qualifications share a similar rationale and career path option to a master's degree.
  • Both qualifications have similar curriculum content such as Leadership and Management, Human Resource Management and Research project.

    Differences:
    The University of Glasgow qualification consists of compulsory and elective modules while the South African qualifications consist of compulsory modules only and not electives.

    Conclusion:
    This qualification is comparable with above cited international qualifications in terms of NQF Levels, credits, purpose, rationale, entry requirements, content and assessment approaches. The qualification would meet recognition requirements in most of the member countries of these organisations and throughout Sub-Saharan Africa. 
    		•

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

    Horizontal Articulation:
  • Postgraduate Diploma in Nursing, NQF Level 8.
  • Postgraduate Diploma in Community Health, NQF, Level 8.
  • Postgraduate Diploma in Nursing Education, NQF Level 8.
  • Postgraduate Diploma in Occupational Medicine, NQF Level 8.
  • Postgraduate Diploma in Operation Theatre Nursing, NQF Level 8.
  • Bachelor of Public Health Honours, NQF Level 8.
  • Bachelor of Health Sciences Honours, NQF Level 8.

    Vertical Articulation:
  • Master of Nursing, NQF Level 9.
  • Master of Health Sciences in Nursing, NQF, Level 9.
  • Master of Public Health, 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.