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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Certificate in Medical Rescue 
SAQA QUAL ID QUALIFICATION TITLE
109900  Advanced Certificate in Medical Rescue 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Certificate  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-07-25  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This qualification will develop the foundational and specialist knowledge, skills, applied competencies and professional attributes required for rendering quality specialist medical rescue services to the community. Further, the qualification addresses non-technical scenarios which will be encountered in the work-place, such as ethical and administrative issues. The qualification will enable further personal and professional development for lifelong learning.

The curriculum addresses the scientific basis for the technical rescue through the subject Physical Sciences, and the concepts and principles learned are applied continuously throughout all subjects. The generic theoretical and procedural knowledge is addressed in the subjects Foundations of Rescue Practice and Rescue Tools and Techniques Rope Rescue and the concepts and principles learned are cross cutting and constantly referred to in the other subjects.

Additional specialist knowledge is addressed in the relevant subjects as needed. Outcomes which address attributes such as teamwork and leadership are constantly repeated and reinforced in the Fire and Hazmat Rescue, WSAR, USAR and vehicle extrication much of this learning takes place during practical scenarios and exercises, all of which involve learners role playing the different positions in a rescue team. This holds for both teaching and learning and assessment.

Rationale:
There is increasing recognition within the Emergency Services that medical rescue is a speciality, and that additional skills and competencies are required over and above those which can be imparted in general paramedic education and training. The emergence of dedicated and specialist medical rescue units, has underlined the need for specialist training. Individual emergency service workers who have developed an interest in medical rescue work and emergency medical care have found themselves without a career path in their line of interest. Without a formal qualification in their chosen field, they frequently find their career progression hampered and are often frustrated by having to gain qualifications outside of their interest for the sake of promotion.

This qualification aims to address both the need for specialist rescuers in the healthcare system as well as career progression of professional medical rescuers.

This qualification primarily has a vocational orientation, which includes professional, vocational, and industry-specific knowledge that provides a sound understanding of general theoretical principles as well as a combination of general and specific procedures and their application. The qualifying learners will develop the necessary foundational knowledge; skills and attitudes needed to form the basis for further study in the field of emergency care and medical rescue, and will provide further access to qualifications within the Higher Education Qualifications Sub-Framework (HEQSF).

Qualifying learners will practice advanced rescue techniques primarily on rescue units within South Africa in rural and urban contexts. This qualification also aims to promote an understanding of the multi-disciplinary approach to effective, efficient patient care. In addition, this qualification aims to produce an emergency care provider that will take cognizance of South African history and will be able to adapt to the unique circumstances of a changing South Africa with emphasis on equity in health care, social upliftment, and reduction of the burden of disease. The qualification is also designed to enable learners to pursue further personal and professional development and to promote lifelong learning.

Employment opportunities for graduate rescue technicians exist within the public and private emergency medical and rescue services, the South African Military Health Services, the mining industry, oil and gas industries and Fire and Safety services.

This qualification is designed to produce Rescue Technicians and it is intended that they will register this qualification, as an additional qualification, with the Health Professions Council of South Africa (HPCSA). They will be employed to work primarily on medical rescue vehicles within the pre-hospital emergency care environment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The reality is that many applicants, perhaps even some of the very experienced and knowledgeable applicants, may not meet the formal requirements for access to the program. We expect RPL to be a very important aspect of both access to the program and for application for advanced standing within the program.

Prospective students who are currently employed in emergency medical services and who previously only had access to short course training are given the opportunity to undergo an RPL process that allows them a point of entry to higher education.

The institution has an RPL policy in place that allows candidates access to higher education by recognising their prior learning (short courses and work experience).

Entry Requirements:
  • Higher Certificate in Emergency Care, National Qualifications Framework (NQF) Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at National Qualifications Framework (NQF) Level 5 and 6 totalling 145 Credits.

    Compulsory Modules Level 5, 10 Credits:
  • Physical Sciences, 10 Credits.
  • Physical Preparedness, 0 Credits.

    Compulsory Modules Level 6, 135 Credits:
  • Foundations of Rescue Practice, 20 Credits.
  • Rescue Tools and Techniques, 20 Credits.
  • Rope Rescue, 15 Credits.
  • Fire and Hazardous Materials rescue, 15 Credits.
  • Urban Search and Rescue, 20 Credits.
  • Wilderness Search and Rescue, 25 Credits.
  • Vehicle Extrication, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate effective teamwork, leadership, and communication as well as application of the principles of incident management, command and control in medical rescue contexts.
    2. Demonstrate the application and maintenance of medical ethics, professional behaviour and the legal framework to the context within which medical rescue technician operates while maintaining personal health, physical fitness, and safety.
    3. Manage and conduct rope rescue operations effectively.
    4. Utilise and apply appropriate incident command, control and management principles, technologies and techniques to access, stabilise, package and remove patients involved in vehicle accidents and or machinery entrapment.
    5. Manage and conduct search and rescue activities associated with fire rescue.
    6. Manage and conduct search and rescue activities associated with hazardous materials (HAZMAT) rescue.
    7. Manage and conduct wilderness search and rescue operations.
    8. Utilise and apply appropriate management principles, technologies, and techniques to rescue patients from rivers, dams and the ocean surf zone.
    9. Demonstrate the effective utilisation, operation and maintenance of small boats in aquatic rescue contexts.
    10. Manage and conduct urban search and rescue activities within the confined space environment.
    11. Manage and conduct urban search and rescue activities within trench rescue environment.
    12. Manage and conduct urban search and rescue activities within the structural collapse rescue environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Show the ability to effectively work in a team during rescue scenarios.
  • Demonstrate the ability to responsibly and ethically lead team members during rescue scenarios and plan and oversee competent and effective technical rescues while maintaining standards of safety.
  • Comprehensively describe a typical command and control structure in a rescue context.
  • Communication with patients, colleagues and other services is effective, clear, direct, and accurate, with appropriate use of modality including electronic media. Terminology is consistent with profession usage.
  • Undertake interactions to promote human dignity and with due sensitivity to ethnic, cultural, linguistic, and religious and gender diversity.
  • Describe and/or demonstrate safe and effective use of emergency service vehicles and emergency response driving.
  • Correctly conduct operational routines within and rescue environment.
  • Professionally construct incident reports.
  • Professionally conduct incident debriefing sessions.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Correctly apply ethical principles of beneficence, autonomy, and justice, truth-telling, promise-keeping, and confidentiality are in all contexts.
  • Ensure that all clinical interactions and related practices are in line with the provisions and rules of the codes of ethics of the Health Professions Council of South Africa's (HPCSA) and professional associations.
  • Provide accurate and comprehensive explanations of the legal framework within which an emergency service provider and/or practitioner operates.
  • Comprehensively discuss the importance of mental health and wellness on the part of the emergency care provider, highlighting their role and importance, with particular reference to the impact on job effectiveness.
  • Identify, demonstrate and describe suitable methods for achieving and maintaining operational fitness are in terms of lifestyle, diet and exercise techniques, highlighting the impact on self and job effectiveness.
  • Identify, demonstrate and apply methods for maintaining personal safety to appropriate risk assessment, scene assessment, decision making and option taking.
  • Demonstrate acceptable level of physical fitness and swimming proficiency.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Critically analyse incidents and or scenarios are, effective plans of action are synthesised and operationalised within the contexts of available resources and the environment in order to safely and effectively access, treat and remove patients in the high angle rescue environment.
  • Correctly describe and or demonstrate injuries and the management thereof which are unique to the high angle rescue environment within the students currently registered scope of practice.
  • Correctly describe the high angle technician and team member's roles and responsibilities.
  • Demonstrate an ability to function effectively as a team leader, medic, rigger, and safety officer.
  • Describe in full the safety in the high angle environment and the effects of rescuer fatigue on the efficiency of an operation.
  • Accurately discuss characteristics, function, application, strength, and safety of knots used in high angle rescue.
  • Demonstrate the correct method of tying the prescribed knots in a safe and efficient manner.
  • Comprehensively discuss types, functions, construction, inspection, preparation, usage, storage and maintenance of high angle rescue equipment.
  • Fully explain the concept of working strength and breaking strength.
  • Use items of high angle rescue equipment in a safe and efficient manner.
  • Accurately construct labelled diagrams of simple anchor points.
  • Rig simple anchor points and safely operate within the specified time limits.
  • Correctly discuss and describe anchor points with regard to their suitability and desirability for high angle rescue operations.
  • Select and utilise suitable anchor points during high angle rescue operations.
  • Correctly construct labelled diagrams which clearly show the workings of belay systems.
  • Discuss the general principle underpinning the use of belay systems in high angel rescue.
  • Construct and utilise belay systems in safe and efficient fashion.
  • Accurately discuss the general principles underpinning the use of abseiling systems in high angel rescue.
  • Construct and utilise abseiling systems in safe and efficient fashion.
  • Correct construct labelled diagrams which clearly show the workings of ascending systems.
  • Accurately discuss the general principle underpinning the use of ascending systems in high angel rescue.
  • Construct and utilise ascending systems in safe and efficient fashion.
  • Comprehensively discuss the principles of patient packaging.
  • Correctly secure and package patients during high angle rescue operation.
  • Select appropriate items of specialised high angle rescue gear for use during practical scenarios and adequately justify the selection.
  • Rig and safely operate simple and multiple load sharing anchor points within the specified time limits.
  • Adequately discuss the principles of patient packaging.
  • Accurately describe and discuss the role, function, and need for stretcher jockeys/patient attendants.
  • Secure and package patients correctly during high angle rescue operation.
  • Comprehensively describe and discuss stretchers with reference to their constructing, characteristics and suitability in different high angle rescue environments.
  • Provide appropriate emergency medical patient care at all times for patients during the high angle rescue operation.
  • Correctly construct, analyse and/or interpret diagrams of mechanical advantage systems.
  • Properly discuss the advantages and disadvantages of mechanical advantage systems.
  • Correctly construct and operate integral and compound mechanical advantage systems in a safe and efficient manner.
  • Correctly construct labelled diagrams which clearly show the workings of simple and compound high wires.
  • Correctly identify and discuss the forces acting on high wires.
  • Correctly describe the general principles underpinning the use of high lines in high angle rescue.
  • Construct and utilise carriageways including simple and compound high-lines in safe and efficient fashion.
  • Accurately describe items of natural gear in relation to their function and correct operation.
  • Correctly demonstrated an ability to safely lead climb a route and place anchors/protection.
  • Correctly demonstrate an ability to safely and efficiently belay a lead climber.
  • Correctly describe general techniques of rock climbing.
  • Clearly demonstrate an ability to function effectively as a team leader, medic, rigger, and safety officer.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Critically analyse incidents and or scenarios, synthesise and operationalise effective plans of action in order to safely and effectively access, treat and remove patients in the motor vehicle and industrial rescue environments.
  • Correctly describe and or demonstrate injuries and the management thereof which are unique to the vehicle and machinery entrapment rescue environment within the students currently registered scope of practice.
  • Correctly identify support services and an explanation is given on how to timeously activate these services.
  • Discuss the functions of the protective gear that must be worn when undertaking light motor vehicle rescue activities.
  • Correctly draw and label the anatomy of the typical light and heavy motor vehicle, trains, and tankers and aircraft.
  • Comprehensively discuss the principles of scene safety.
  • Demonstrate safely and effectively the maintenance, selection, and operation of stabilisation equipment, hand tools, pneumatic tools, electric tools and hydraulic tools.
  • Achieve scene stabilisation when conducting motor vehicle rescue practical scenarios.
  • Display appropriate patient management by the students when performing motor vehicle rescue practical scenarios.
  • Correctly discuss the principles of dealing with machinery entrapment.
  • Correctly describe, discuss and demonstrate patient access, disentanglement, packaging, and removal in the motor vehicle rescue and industrial rescue setting.
  • Discuss the special considerations and precautions a rescuer needs to keep in mind when dealing with an incident involving a heavy vehicle.
  • Describe the procedure for tilting a cab forward on a horse and trailer.
  • Explain why cutting through the hydraulic hoses on any specialised vehicle may lead to instability and even make the situation worse.
  • Discuss the general principles that may be applied when dealing with vehicles and or persons who have become lodged underneath or between other large motor vehicles.
  • List the additional types of specialised equipment one may need to summon to an incident involving a specialised vehicle.
  • Explain techniques and methods for bringing a train to a stop for the purposes of conducting rescue operations on the tracks.
  • Discuss the principles of dealing with an aircraft that has been involved in an accident.
  • List and describe the dangers that a downed aircraft may pose for the rescuer and or the public.
  • Discuss some methods of stabilising a railway coach that has been derailed.
  • Mention some of the limitations that conventional rescue equipment may have in terms of accessing and or removing patients from specialised vehicles after an entrapment.
  • Discuss the generic principles one should keep in mind when dealing with a bus accident involving multiple entrapments.
  • Explain why stabilisation of a specialised vehicle may require additional resources.
  • List the applicable support services that may be summoned for an incident involving a specialised vehicle.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Critically analyse incidents and or scenarios, synthesise and operationalise effective plans of action in order to safely and effectively access, treat and remove patients from a structural fire and or low visibility environment.
  • Correctly describe and or demonstrate injuries and the management thereof which are unique to the fire rescue environment are within the students currently registered scope of practice.
  • Select appropriate primary fire responder and professional firefighting equipment for use during practical scenarios.
  • Utilise items of fire search and rescue equipment in a safe and efficient manner.
  • Correctly discuss elements of combustion.
  • Properly explain the way a fire behaves indoors and outdoors.
  • Properly classify combustible materials.
  • Comprehensively describe the dangers associated with fire search and rescue.
  • Describe and discuss methods of the extinguishing of fires.
  • Identify, don, use and maintain personal protective equipment in the correct manner.
  • Utilise the self-contained breathing apparatus in a safe and efficient manner.
  • Properly manage breathing apparatus team.
  • Correctly explain forcible entry techniques and the laws governing forced entry.
  • Demonstrate appropriate search techniques and patterns.
  • Demonstrate and discuss emergency ventilation procedures.
  • Demonstrate patient evacuation methods.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify and categorise hazardous materials.
  • Correctly discuss location and modes of transport of hazardous materials.
  • Discuss in detail effects of hazardous materials and radiation exposure.
  • Correctly identify different levels of protective clothing.
  • Apply different types of respiratory protection.
  • Assemble and apply protective clothing and equipment.
  • Completely evaluate environmental impact of hazardous materials.
  • Correctly describe and utilise monitoring systems used with regards to hazardous materials.
  • Correctly perform a pre-incident plan for a specific area.
  • Specifically discuss the primary objectives and immediate concerns of a hazardous material incident.
  • Adequately appraise criteria for strategic objectives.
  • Correctly evaluate the general emergency behaviour model (GEBMO).
  • Describe responsibilities of various personnel at a hazardous materials incident.
  • Logically discuss communication management for a hazardous materials incident.
  • Logically plan procedure for a hazardous materials incident.
  • Correctly conduct assessment of a hazardous material incident.
  • Discuss the tactical objectives needed to achieve strategic objectives.
  • Apply defensive control actions used to prevent further contamination.
  • Correctly classify hazardous materials and the dangers associated with them are evaluated in detail.
  • Describe different forms of contamination.
  • Demonstrate the decontamination procedure.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Correctly identify and discuss dangers and challenges associated with wilderness search and rescue activities in desert, mountain, forest, swamp and bushveld areas.
  • Identify and discuss role players and resources involved in search and rescue.
  • Accurately describe typical incidents and callouts.
  • Effectively analyse and accurately interprete Topographical Maps and aerial photographs for route planning and decision making during wilderness operations.
  • Correctly combine and utilise navigational instruments and maps in order to accurately plot and report position, distance and movement.
  • Demonstrate an ability to accurately and safely navigate during the night and/or in low visibility conditions.
  • Accurately construct cross sections of topographical maps.
  • Reach waypoints within the specified time limits.
  • Conduct safe and effective movement through wilderness areas without injury.
  • Accurately describe and discuss the requirements for survival in a wilderness area.
  • Describe and discuss the characteristics of a good campsite.
  • Correctly identify, describe and discuss the principles of search management.
  • Describe the role and function of each member of a search and rescue team.
  • Correctly apply the principles of search management during search and rescue scenarios.
  • Adequately demonstrate teamwork and leadership skills during practical training and scenarios.
  • Demonstrate and explain the correct and proper use of rotor-wing aircraft during WSAR operations.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Accurately compare and differentiate the different aquatic rescue contexts, specifically river rescue, static bodies of water and the ocean surf zone.
  • Critically analyse incidents and or scenarios, synthesise and operationalise effective plans of action in order to safely and effectively access, treat and remove patients from rivers, static bodies of water and the ocean surf zone.
  • Correctly inspect and utilise items of aquatic rescue equipment prior to and during rescue operations.
  • Rapidly access patients, appropriately package and manage in the water and cared for at all times during aquatic rescue operations.
  • Demonstrate in river the correct method for approaching and subduing a panicked patient in the water, static bodies of water and the ocean surf line.
  • Demonstrate the correct methods of securing and towing a patient to safety.
  • Demonstrate an ability to effectively function as a leader and member of an aquatic rescue team during practical, training scenarios.
  • Correctly discuss the common causes for drowning in rivers.
  • Properly explain the dangers associated with river rescue and swift moving water.
  • Discuss the importance of proper preplanning.
  • Identify the various features that may be caused by moving water and explain their relevance for you as a rescuer.
  • Discuss the effect that gradient and river topography has on the flow rate.
  • Comprehensively discuss river communication methods.
  • Correctly describe the various methods of crossing a fast moving river safely and effectively.
  • Demonstrate the ability to swim and move in fast-moving water and the ocean surf line safely.
  • Making use of clearly labelled diagrams explain why low head dams are extremely dangerous for victims and rescuers.
  • Correctly explain how to manage a rescue involving a low head dam.
  • Demonstrate correct use of inflatable boats and ferry angles to cross a river.
  • Demonstrate correct use of high lines with and without inflatable boats to reach and rescue patients.
  • Correct use of Zip lines to move rescuers and victims across rivers is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Accurately draw and label the basic anatomy of a small boat.
  • Discuss the advantages and disadvantages of the different hull designs.
  • Label the various components of an outboard motor and correctly explain the function of each.
  • Discuss Archimedes's principle in relation to the draft of a boat in the water.
  • Explain the effect of trimming a motor whilst moving.
  • Describe the correct procedure for transporting a boat.
  • Describe the correct procedure for launching a boat from the trailer into the water.
  • Explain the general safety rules that should be obeyed when working with and around small craft.
  • Explain the function as well as the advantages and disadvantages of a lanyard stop switch.
  • Discuss the effect centre of gravity has on a boat as well as how loading patterns can affect the handling of a boat.
  • Demonstrate an ability to:
    > Launch, recover and pilot a small craft safely and effectively on inland waters.
    > Approach a patient in the water in the correct manner.
    > Perform a high-speed bail off without injury.
    > Deploy a standard anchor.
    > Remove a boat from the water correctly.
    > Move patient from the water into the boat, between boats and onto the land correctly.
    > Perform the pre-launch system checks correctly.
    > Disconnect, refuel and reconnect fuel systems safely and efficiently.
    > Correctly tow connect and tow a disabled craft.
    > Activate and deactivate a lanyard stop switch.
    > Start a motor using the emergency line.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Critically analyse incidents and or scenarios, synthesise and operationalise effective plans of action in order to safely and effectively access, treat and remove patients in an urban search and rescue environment.
  • Adequately discuss legislation pertaining to confined space rescue.
  • Summarise support services used in confined space rescue.
  • Define a confined space.
  • Accurately describe types and classifications of confined spaces.
  • Adequately explain natural and man-made hazards.
  • Appropriately discuss hazards that can be commonly found in confined spaces.
  • Correctly describe and demonstrate gases tested for internal monitoring.
  • Accurately appraise confined space rescue equipment.
  • Logically demonstrate the use of confined space retrieval equipment.
  • Correctly apply ventilation equipment.
  • Accurately discuss ventilation strategies.
  • Sufficiently discuss and correctly demonstrate respiration equipment.
  • Correctly explain different roles of rescue personnel.
  • Logically compile confined space rescue plan.
  • Logically co-ordinate and execute confined space rescue.
  • Correctly carry out navigation in a confined space environment.
  • Describe and discuss the environmental hazards and dangers associated with caves and cave rescue.
  • Explain the importance of local knowledge when dealing with a cave rescue.
  • Describe the type of situations and or incidents that lead up to a cave rescue.
  • Explain methods of lighting and ventilating a cave.
  • Discuss methods of communicating in caves.
  • Describe the correct method for moving inside a cave.
  • Describe and or discuss the value of a diagram and or map of the interior of a cave.
  • Discuss, describe and or demonstrate correct methods of locating, accessing, treating, packaging and removing patients from a cave environment.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Correctly discuss different types of trench accidents.
  • Logically assess dangers associated with trench rescue work.
  • Identify factors contributing to a trench collapse.
  • Correctly identify hazards that may be found at a trench incident.
  • Adequately explain soil types and their implications in a trench rescue.
  • Sufficiently appraise different types of equipment used in trench rescue.
  • Demonstrate different types of equipment used in trench rescue.
  • Correctly listed personal protective equipment worn in trench rescue operations.
  • Appropriately described and conducted activities of the primary and secondary assessment phase. Adequately explain hazard control at a trench rescue incident.
  • Correctly discuss locating a buried victim.
  • Explain different roles of rescue personnel.
  • Accurately describe different procedures for making a trench safe.
  • Logically and safely demonstrate shoring of a conventional, and intersecting trenches.
  • Correctly explain different mechanisms of entrapment.
  • Adequately demonstrate removal of different mechanisms of entrapment.
  • Demonstrate freeing a victim from the trench floor.
  • Appraise methods other than shoring that is used to make a trench safe.
  • Correctly and safely demonstrate termination of a trench rescue incident.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Logically explain safety during all phases of a structural collapse incident explained.
  • Correctly perform recognising and mitigating hazards is.
  • Apply the concept of LCES.
  • Apply a risk hazard analysis.
  • Logically appraise and correctly apply safety equipment for structural collapse.
  • Explain tension, compression, bending and shear forces exerted on building materials.
  • Correctly describe ductile and brittle properties of different building materials.
  • Summarise vertical load and lateral load resistant systems.
  • Correctly describe environmental and human-caused forces affecting structures.
  • Describe common collapse patterns caused by external forces.
  • Logically discuss cracks in concrete and masonry with regards to their importance.
  • Correctly explain hazardous conditions in different structural engineering systems.
  • Describe common methods and equipment used to mitigate structure hazards.
  • Correctly apply basic strategies in the initial information gathering stage.
  • Logically explain team deployment at a structural collapse incident.
  • Correctly demonstrate structure hazards and evaluation marking.
  • Explain survival priorities in detail, should the rescuer find themselves cut off from their supplies.
  • Correctly identify, demonstrate and maintain specialist tools used in structural collapse rescue.
  • Logically explain the types and amount of various loads that need to be supported.
  • Construct or illustrate the various types of shoring techniques.
  • Demonstrate breaching and breaking techniques utilised to access a victim.
  • Demonstrate cutting and burning techniques utilised to access a victim.
  • Correctly demonstrate lifting and rigging techniques utilised to access a victim.
  • Evaluate in detail the search and reconnaissance teams' role at a structural collapse incident. Correctly perform physical void search and audible call-out techniques to locate a victim.
  • Discuss fibre optics used to locate a victim.
  • Discuss search cameras used to locate a victim.
  • Accurately discuss infrared/thermal imaging used to locate a victim.
  • Discuss electronic listening devices used to locate a victim.
  • Briefly describe the use of canines to locate a victim.

    Integrated Assessment
    Work Integrated Learning underpins the design of the teaching and learning strategy and relevant workplace concerns are integrated into both the classroom contexts and workplace learning. Assessments, being aligned with teaching reflect this integration.

    Extensive Formative Assessments will be used during the programme through the use of orthodox class tests as well as electronically administered tests on the Learner Management System, which provide immediate feedback. The nature of the questions addresses specific problems related to clinical algorithms and protocols prescribed by the professional body.

    Summative Assessments mirror the types of questions asked in the formative phase. Extensive use of practical laboratory-based learning also provides extensive opportunity for teaching, learning and formative assessment with both facilitator and peer feedback. Laboratory work is based on simulation of clinical cases using high fidelity manikin simulators. Simulations are designed around standardised clinical cases. Simulation is also used for summative assessment. Candidates spend time in the workplace as part of the formal, credit-bearing programme and are required to submit portfolios and logbooks as for assessment. Formative assessment is provided in the workplace by mentors and preceptors during work placements. The assessments involve the management of authentic clinical cases. 
    		•

    INTERNATIONAL COMPARABILITY 
    This Qualification was compared to qualifications from the United States of America (USA), Senegal, the United Arab Emirates (UAE) and the United Kingdom.

    The USA has been a world leader in establishing such standards since The National Highway Traffic Safety Administration (NHTSA) assumed responsibility for the development of training courses that are responsive to the standards established by the Highway Safety Act of 1966 (amended). These training courses are designed to provide national guidelines for training. NHTSA`s intention is that they be of the highest quality and be maintained in a current and up-to-date status from the point of view of both technical content and instructional strategy. The Emergency Medical Technologist (EMT) - Paramedic: National Standard Curriculum represents the highest level of education in Emergency Management Services (EMS) pre-hospital training.

    This Qualification was compared with the United States of America's (USA) National Fire Protection Association (NFPA) Urban Search and Rescue Technician qualifications for firefighters and emergency medical technicians (EMTs). Several vocational, technical, and Junior colleges offer a 2 year Associates of Applied Science Degree, Emergency Management Services (AAS, EMS) requiring approximately 70-75 semester hours of study. These programs prepare learners for certification as a paramedic and further provide them with the background to manage and supervise emergency medical first responder units in support of fire departments, ambulance companies, and other first responder agencies. In addition to EMT courses, learners also take courses such as:
  • English Composition.
  • Modern College Mathematics or Introduction to College Algebra and Trigonometry.
  • Principles of Ethics.
  • On Being a Supervisor.
  • Anatomy and Physiology for Paramedics.
  • Computing Concepts and Applications.
  • Introduction to Human Communication.
  • Managing the Emergency Medical Service Paramedic.
  • Fire Education and Public Relations.

    Senegal has no on-going Rescue Technician or EMT training programme remotely close to the South African Qualification, the HEQSF-aligned Advanced Certificate in Medical Rescue. Medical training for ambulance personnel is similar to EMT standards, but there are no national standards for training throughout the country. Individuals in communities away from the major cities such as Dakar receive very little training.

    The UAE has a limited number of medics trained to EMT standards but very little technical rescue training. Such skills and training are received primarily outside the country. Different governmental agencies contract with companies from different countries such as the USA, Germany, Canada, United Kingdom, Australia, and Saudi Arabia to come in to conduct training. Each contractor brings in standards from own country of origin. There are no national-level standards for paramedic training in the country. Additionally, there are no standards for maintaining medical competency or lifetime development.

    Emergency Medical Services in the UK has taken a decision to stop short course training and are currently developing similar higher education qualifications for pre-hospital practitioners. This decision was taken after reviewing the South African higher education model.

    This HEQSF-aligned Advanced Certificate in Medical Rescue compares favourably with world's best practice as represented by the qualifications of the USA while leading the way on the African continent for establishing standards for the equivalent of a Rescue Technician who will ensure that patient needs are prioritised and seen as central to the entire rescue operation. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for horizontal and vertical articulation.

    Horizontal Articulation:
  • Diploma in Emergency Medical Care, National Qualifications Framework (NQF) Level 6

    Vertical Articulation:
  • Bachelor Degree in Emergency Medical Care, NQF Level 7. 
    		•

    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.
     
    1. Cape Peninsula University of Technology 


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