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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Emergency Medical Care 
SAQA QUAL ID QUALIFICATION TITLE
119046  Higher Certificate in Emergency Medical Care 
ORIGINATOR
Western Cape Government College of Emergency Care 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  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 05  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 primary purpose of the qualification is to develop the foundational knowledge, skills, applied competencies and professional attributes required for rendering quality emergency care to the community within the Emergency Care Assistant (ECA) scope of practice. The qualification aims to produce a competent practitioner who will take cognisance of South African history and be able to adapt to the unique circumstances of a changing South Africa with emphasis on equity in health care and reduction of the burden of disease.

The qualification is intended for learners who can work primarily under supervision but who will make independent decisions according to their capabilities when the situation requires it. The entry-level worker will be able to work in a variety of contexts. This qualification will be particularly useful for:
  • Individuals wishing to enter the emergency care profession.
  • Existing basic ambulance assistants.
  • Existing ambulance emergency assistants.
  • Existing operational emergency care orderlies.
  • Staff with other allied science qualifications levels.
  • School leavers.
  • The unemployed.

    On completion of the qualification, qualifying learners will be able to:
  • Use effective communication systems within emergency care and/or rescue services.
  • Apply the principles of medical ethics, professional behaviour, and the legal framework to the context within which Emergency Care Assistants operate while maintaining personal health, physical preparedness, wellness, and safety.
  • Examine the structure and function of Emergency Medical Service (EMS) systems in South Africa and how they relate to the broader health care structures within the country.
  • Provide appropriate and contextually relevant emergency medical care and rescue services to all sectors of the community.

    Holders of this qualification will operate mainly in and around the ambulance, within wide-ranging contexts, including rural, urban, military, coastal, corporate, mass gatherings, homes, and workplaces.

    Rationale:
    The 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 qualification will develop the necessary foundational knowledge; skills and attitudes that form the basis for further study in the field of prehospital emergency medical care and progressions within the Higher Education Qualifications Sub-Framework (HEQSF). The qualification further addresses the Department of Health 2030 Plan for the upskilling and progression of Emergency Medical Services (EMS) staff. The qualification aims to promote a multi-disciplinary approach to effective, efficient patient care within the emergency services and also provides an entry point into the career pathway thereby creating access and an opportunity for employment within this field.

    The qualification was designed in consultation with various stakeholders such as the National Department of Health (DoH) and endorsed by the HPCSA, Professional Board for Emergency Care (PBEC). The qualification has been developed as the entry-level into the emergency care profession which will benefit the learner to progress into higher education and will lead to the registration as an Emergency Care Assistant (ECA) with the Health Professions Council of South Africa (HPCSA). The qualifying learner will be able to provide independent, specialised emergency medical and rescue services to the community, and be able to supervise such services in either the public or private sector, thereby contributing to the emergency medical care and rescue needs of both rural and urban communities. The qualification is also designed to enable learners to pursue further personal and professional development and to promote lifelong learning.

    This qualification is an entry-level qualification in the three-tier Emergency Care Qualification Framework, as proposed by the DoH in the National Emergency Care Education and Training (NECET) policy. This three-tiered system has been determined to best meet the emergency care needs of the country and align emergency care education and training. The qualification is therefore of benefit to the emergency care profession as it provides a means for the critical function of formal certification and registration within the profession, thus ensuring society is served by competent Emergency Care Technicians.

    In addition, the qualification helps to legitimise this level of practice, as well as the profession as a whole, resulting in a reduction in the burden on other health structures and practitioners and the reduction in the number of disciplinary occurrences that take place due to inadequate or inappropriate training. The employers of Emergency Care Technicians will benefit through enhanced efficiency, effectiveness, and productivity such as reduced accidents. The overall key benefits to society are that patients are served by competent Emergency Care Technicians, thus increasing their chances of survival and recovery. 
    		•

    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 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:
  • Senior Certificate, NQF Level 4.
    or
  • National Senior Certificate, NQF Level 4 granting access to higher certificate studies.
    or
  • National Certificate (Vocational), NQF Level 4 granting access to higher certificate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 132 Credits.

    Compulsory Modules, Level 5,132 Credits:
  • Foundations of Practice, 12 Credits.
  • Computer literacy, 8 Credits.
  • Mental Health and Wellness, 8 Credits.
  • Anatomy and Physiology, 16 Credits.
  • Applied Physics, 8 Credits.
  • Applied Chemistry, 8 Credits.
  • Emergency Medical Care Theory, 18 Credits.
  • Emergency Medical Care: Practical. 18 Credits.
  • Emergency Medical Care: Clinical Practice, 36 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate effective communication and apply the principles of medical ethics, professional behaviour and the legal framework to the context within which Emergency Care Assistants operate while maintaining personal health, physical preparedness, wellness and safety.
    2. Demonstrate understanding of the structure and function of Emergency Medical Service (EMS) systems in South Africa and how they relate to the broader health care structures within the country.
    3. Demonstrate knowledge and understanding of human and basic sciences underpinning emergency care.
    4. Provide emergency medical care within an emergency medical service environment to all sectors of the community within the Emergency Care Assistant's scope of practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Communicate accurately with patients, colleagues and other service providers and use professional terminology appropriate for the modality including electronic media.
  • Undertake Interactions with human dignity and due sensitivity to promote ethnic, cultural, linguistic, religious and gender diversity.
  • Apply correctly the ethical principles of beneficence, autonomy and justice, truth-telling, promise-keeping, and confidentiality in all contexts.
  • Align all clinical interactions and related practices with the provisions and rules of the codes of ethics of the HPCSA and professional associations.
  • Use accurate and comprehensive explanations of the legal framework within which an emergency service provider and/ or Emergency Care Assistant operates.
  • Discuss comprehensively the importance of mental health and wellness on the part of the emergency care provider highlighting their role and importance, with reference to the impact on job effectiveness.
  • Identify, describe and apply suitable methods for achieving and maintaining operational fitness in terms of lifestyle, diet and exercise techniques, highlighting the impact on self and job effectiveness.
  • Render emergency care at an appropriate level of physical health and physical preparedness inclusive of swimming proficiency.
  • Identify, demonstrate and apply methods for maintaining personal safety through appropriate risk assessment, scene assessment, decision- making and option taking.
  • Describe and demonstrate safe and effective lifting, carrying and movement of patients.
  • Describe and demonstrate safe and effective use of emergency service vehicles and emergency response driving.
  • Conduct correctly operational routines in an Emergency Medical Service (EMS) environment, by correctly and comprehensively conducting kit inspections and completing vehicle checklists.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Accurately describe EMS in terms of structure, role and function, both public and private, within the South African context.
  • Explain the interdependence and interrelationships occurring between EMS and other Allied Emergency and Health Care structures.
  • Explain the role of the health care team in terms of key responsibilities of each role and the relationships between each role.
  • Identify and explain National legislation as applicable to emergency care and rescue services.
  • Explain and apply accurately multi-disciplinary approaches to emergency care and rescue scenarios.
  • Identify the broad operational needs of a South African Emergency Service.
  • Explain factors influencing policy and operation of the emergency care and/or rescue services.
  • Apply general problem-solving and decision-making techniques to identify and address operational problem areas in the context of ambulance operations.
  • Identify and discuss aspects of labour legislation and labour practice applicable to the Emergency Medical Services.
  • Explain and demonstrate the principles of disaster management as applicable to the Emergency Care Assistant.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Accurately describe the composition, general form, spatial orientation and position of structures within the regions of the human body and integrate them within a clinical context.
  • Explain the physiological functioning of the human body and integrate it into patient care.
  • Explain and apply key principles of physics and chemistry to emergency medical care.
  • Describe accurately and comprehensively the drugs used within the scope of practice of the Emergency Care Assistant in terms of class, schedule, trade name, generic name, mechanism of action, indications, contraindications, precautions, side effects, packaging, dosage and administration and route of administration.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Correctly identify potential hazards within the emergency service environment in terms of their origins, impact and means of management or mitigation.
  • Describe emergency medical care equipment in terms of function, storage, maintenance, and safe use.
  • Discuss and implement infection control in line with established procedures.
  • Correctly integrate clinical skills and procedures into patient care, according to the ECA scope of practice.
  • Describe and demonstrate the principles of primary health care, disease prevention, health promotion and counselling within the context of Emergency Medical Care.
  • Discuss the promotion of acquired immunodeficiency syndrome (AIDS) and Human Immunodeficiency Virus (HIV) awareness among people in the immediate environment.
  • Analyse the general role of an Emergency Care Assistant within the primary health care system.
  • Perform clinical assessment and clinical decision-making in line with the scope of practice of an Emergency Care Assistant.
  • Provide management and treatment for minor injuries and minor ailments in specific controlled circumstances.
  • Render emergency care support to the sick or injured individual, groups and the community with due consideration to the scope of practice of an Emergency Care Assistant.
  • Apply clinical skills listed within the Emergency Care Assistant scope of practice, in a simulated environment.
  • Differentiate between an emergency care and primary health care situation and apply contextually appropriate knowledge, skills and equipment in the management of the situation, within the ECA scope of practice and capabilities.
  • Conduct accurate and effective patient handover in line with local protocols and procedures.
  • Compile and keep medical records that provide sufficient and accurate details of patient information concerning emergency care treatment.
  • Reflect on and critique own clinical competence and practice to reach a fair and realistic conclusion regarding own clinical competence using Gibb's cycle reflective framework.
  • Provide appropriate and contextually relevant clinical advice that will enhance the prevention of further injury or ill health, within the confines of the ECA scope of practice.

    INTEGRATED ASSESSMENT
    Integrated assessment strategies across related modules and critical cross-field outcomes are applied. A variety of assessment strategies, including summative and formative assessments is used continuously to monitor learners' progress. Assessment of practice includes a range of forms from simulated teaching on real-life issues to integrated clinical practice in field placements; the latter being mandatory to achieve all the graduate attributes and to comply with the ECA scope of practice requirements. Assessment is undertaken by appropriately qualified institutional and/or field practitioners who have adequate infrastructural resources available. An adequate learner staff ratio is available to ensure that learners receive individual and group assessments continuously to facilitate their personal and professional development. Mechanisms are in place for peer and self-assessment, particularly regarding field practice. A scaffolding approach to assessment is adopted within the academic year to ensure the incremental integration of theory and practice and the capacity for reflexive practice.

    Integrated assessment takes the form of an appropriate variety of assessment methods, for example:
  • Written and oral examinations.
  • Problem-solving assignments.
  • Projects.
  • Presentations.
  • Case studies.
  • Portfolios.
  • Logbooks.
  • Clinical reports.
  • Objectively structured clinical examination.
  • Reflective practice journals.
  • Simulated medical scenarios.

    Through the institution's policies on assessment and moderation, assessment practices will be open, transparent, fair, valid, and reliable to ensure that no learner is disadvantaged in any way whatsoever.

    Formative Assessment:
    Formative assessment involves integrated types of assessment, used to inform learners about their progress continuously throughout the whole year. Learning and assessment are integrated. The process is continuous and focuses on smaller sections of the work with a limited number of outcomes. Formative assessment includes types such as:
  • Tests.
  • Assignments.
  • Projects.
  • Practical work.
  • Informal assessment.

    Summative Assessment:
    Summative assessment refers to an assessment that will take place at the end of a learning experience. Results are expressed in marks in terms of the level of competence achieved, regarding level descriptors, and associated assessment criteria. This assessment is also used for promotional purposes. Summative assessments evaluate the learner's abilities to manage and integrate a larger body of knowledge and to achieve the stated outcomes. The summative assessment also focuses on the learner's ability to integrate knowledge and skills in the area of emergency care. Summative assessments include theory and practical assessments. Summative assessment will take the form of an examination.

    Clinical assessments will include cognitive, psychomotor and affective aspects. 
    		•

    INTERNATIONAL COMPARABILITY 
    It is increasingly evident that there is a worldwide need for formally trained health care providers to be included in the Emergency Medical Services. A Certified First Responder is a term used internationally to denote an entry-level health career in emergency medical services. The South African qualification compares favourably with the world's best practice as represented by the United Kingdom, Canadian, Australian and Botswana qualifications while leading the way for establishing standards for the equivalent of an entry-level worker. In the United Kingdom (UK) several Health Schools and Colleges provide training resulting in a similar qualification. Generally, a high school diploma is required to enter the training programmes. Workers must complete a formal training and certification process. Training is offered at progressive levels. The Emergency Medical Technician-Basic qualification is the entry-level for employment within an Emergency Medical Service. At this entry-level, the procedures and skills performed are generally non-invasive and this type of training will be very similar to the type of training that the ECA will be exposed to. In the United Kingdom, and Ambulance Aid qualification is offered and these individuals once qualified will work alongside a Paramedic.

    Country: United Kingdom (UK)
    Institution: Southwestern Ambulance Service NHS Foundation Trust (SASNFT)
    Qualification Title: Emergency Care Assistant (ECA)

    Similarities:
    The Southwestern Ambulance Service NHS Foundation Trust (SASNFT) is comparable to the South African (SA) qualification in the following ways.

    Entry requirements:
    There are no set entry requirements for SASNFT qualification. Most employers expect good standards of literacy and numeracy. However, some may ask for qualifications such as a General Certificate of Secondary Education (GCSE) similar to the National Senior Certificate NSC or Senior Certificate (SC) in SA qualification, National Vocational Qualification (NVQs) similar to the National Certificate Vocational (NCV) in SA qualification or equivalent. Employers may ask for relevant work experience similar to the recognition of prior learning in the SA qualification.

    Purpose/Rationale:
    The Emergency care assistants (ECAs) work with paramedics as part of emergency ambulance crews attending 999 calls. An emergency care assistant responds to emergency calls alongside a paramedic, helping them to provide patients with potentially life-saving care and, where needed, getting patients to a hospital. They attend to every kind of accident and emergency, sometimes covering considerable distances, using expert emergency driving skills to get to the scene at the greatest speed possible. Both the SASNFT and the SA qualification are intended for all existing practitioners or aspiring professionals, with no formal entry requirements and school leaving learners.

    Emergency Care Assistant - First Aid strengthens, heals and protects the injured or traumatised people carefully with excellent first aid techniques. The qualification will teach learners how to respond to accidents, injuries and medical illnesses, and develop practical lifesaving skills with the Emergency Care Assistant - First Aid. Learners will explore the role and responsibilities of an emergency care support worker and essential first aid procedures. The qualification will equip learners with skills and knowledge to deal with a wide range of secondary illnesses and injuries and will be trained on how to act in the case of a cardiac arrest. On successful completion of both qualifications, learners will be able to correctly assess a person's injuries, place patients in a recovery position and provide adequate care before the arrival of emergency services. Emergency care assistants drive ambulances under emergency conditions and support paramedics.

    On completion of the qualifications the qualifying learners will be able to:
  • Understand the fundamental principles and aims of first aid.
  • Develop the practical knowledge to become a fully qualified first aider.
  • Treat minor traumatic injuries such as burns, cuts, stings, and sprains.
  • Conduct basic first aid procedures, techniques and recovery positions.
  • Familiarise with common first aid injuries and treatments.
  • Perform Cardiopulmonary Resuscitation (CPR) and resuscitate a person who is in cardiac arrest.
  • Familiarise with the first aid checklist and first aid tool kit.
  • Conduct a secondary survey and what needs to be checked.

    Qualification structure:
    The qualification consists of the following six compulsory modules.

    Compulsory Modules:
  • The Aim of First Aid.
  • The Secondary Survey
  • Treating Secondary Injuries.
  • Resuscitation (CPR).
  • Secondary Illnesses and Conditions.
  • Additional Secondary Illnesses and Conditions.

    Differences:

    Entry requirements:
    There are no set entry requirements to become an ECA whereas the SA qualification requires learners who have completed the National Senior Certificate to access the qualification.

    Rationale:
    Emergency First Responder (EFR) is trained in extensive first aid, basic life support (BLS) training and the EFR to assist higher trained practitioners with patient care. This level of training is very basic and does not lead to employment within an emergency service whereas the SA qualification will allow learners to be employed in the emergency care service sectors.

    In the UK, this entry-level qualification is on the decline as a greater emphasis is being placed on University-based Paramedic qualifications. These qualifications are designed to equip the learner with the skills required by the National Health Services (NHS) ambulance service. Emergency Care Assistants (ECAs) are a new role in the frontline staff on NHS emergency ambulances within the United Kingdom, introduced as part of the modernisation of the NHS ambulance services to cut costs. Having only been created in 2006, the role is evolving rapidly, and has not been standardised over the country, but will usually consist of assisting qualified paramedics and emergency medical technicians with their duties, although this is not always the case in exceptional circumstances.

    Country: Canada.
    Name of Institution: Southern Alberta Institute of Technology (SAIT)
    Qualification Title: Diploma in Advanced Care Paramedic
    Duration: Two years
    Entry Requirements:
    Learners are required to achieve at least 50% on the scoring rubric for the School of Health and Public Safety's Entrance Testing Process. Admission is offered on a first-qualified, first offered basis, until the program is full.

    Purpose/Rationale:
    Both the Southern Alberta Institute of Technology (SAIT) and the South African (SA) qualifications provide education and training to those who wish to extend their professional training and credentials to work as paramedics. The qualifications equip learners with knowledge and experience in anatomy, physiology, pathophysiology. basic pharmacology and medical and traumatic emergency response. Similar to the SA qualification, learners in this SAI qualification spend their first year acquiring a strong theoretical framework in areas such as anatomy, physiology, pharmacology, treatments for various medical and traumatic emergencies, adult advanced life support, neonatal resuscitation protocol, and assessment skills. Opportunities to practice these skills and integrate theory into practice are provided through simulation laboratory classes.

    Graduates can pursue job opportunities as a paramedic in:
  • Ambulance services.
  • Oil and gas.
  • Emergency medical organizations.

    Similarities:
    The Southern Alberta Institute of Technology (SAIT) offer modules that emphasise Emergency Care skills which are similar to the South African qualification. The South African qualification comprises a total of 36 Credits in Emergency Medical Care which is similar to the Southern Alberta Institute of Technology's qualification.

    In Canada, the qualification compares with that of an Emergency Medical Responder (EMR). The SA qualification compares well with the SAIT qualification since the scope of practice is recognised under the National Occupational Competency Profile (NOCP). There are a high number of EMRs in Canada as they play a critical role in the chain of survival. The level of practice of an EMR is not very comprehensive clinically. The skills within the EMR scope align with those in this curriculum and the scope of practice is regulated.

    First-year:
    Compulsory Modules, 39 Credits:
  • Physiology & Physical Assessment, 3.0 Credits.
  • Paramedicine Laboratory I, 3.0 Credits.
  • Neurological Emergencies, 3.0 Credits.
  • Gastro-Urinary Emergencies, 3.0 Credits.
  • Pharmacology, 3.0 Credits.
  • OBGYN and Paediatrics, 3.0 Credits.
  • Respiratory Emergencies, 3.0 Credits.
  • Paramedicine Laboratory II, 3.0 Credits.
  • Advanced Trauma Management, 1.5 Credits.
  • Cardiac Emergencies, 3.0 Credits.
  • Paramedicine Practice, 1.5 Credits.
  • Environmental and Aeromedical Emergencies, 1.5 Credits.
  • Healthcare Specialties, 1.5 Credits.
  • Paramedicine Laboratory III, 1.5 Credits.
  • Wellness, 1.5 Credits.
  • Special Population Groups, 1.5 Credits.
  • Critical Care Paramedics, 1.5 Credits.

    Second-year:
    Compulsory Modules, 21 Credits:
  • Clinical Practicum I, 3.0 Credits.
  • Ambulance Practicum I, 6.0 Credits.
  • Preceptor Training, 1.5 Credits.
  • Clinical Practicum II, 3.0 Credits.
  • Ambulance Practicum II, 6.0 Credits.
  • Professional Preparation, 1.5 Credits.

    Differences:
    Although there are similarities between the two qualifications, there are also slight differences in the following aspects.

    Title:
    The SAIT offers a Diploma that is different from the Higher Certificate in the South African qualification. However, the SA qualification is structured such that the six months are dedicated to clinical practice and six months to theory.

    Credits:
    The Southern Alberta Institute of Technology (SAIT) has 60 Credits whereas the South African (SA) qualification carries 120 credits.

    Duration:
    The SAIT is offered over two years of full-time study whereas the SA qualification is offered over one year period of study.

    Qualification structure:
    The qualification structure for SAIT is comprehensive since the content covered is at a slightly advanced level compared to the SA qualification.

    Name of Institution: Australian Paramedical College (APC).
    Qualification Title: Certificate IV in Pre-Hospital Emergency Medical Response.
    Duration: Six months full time
    Entry Requirements:
    Provide first aid or equivalent and current Australian driver's license.
    Duration and Mode of Delivery:
    The qualification is delivered in two stages:
  • 250 - 300 hours of pre-course assessments dependent upon the individual (self-directed).
  • 12 days face to face (conducted over 13 days).

    Similarities:
    Entry Requirements:
    The Australian Paramedical College (APC) qualification recognises Certificate IV as the minimum entry-level qualification for emergency work in an ambulance service which is similar to the National Senior Certificate in the South African (SA) qualification.

    Purpose/Rationale:
    This Pre-Hospital Emergency Medical Technician (EMT) qualification is the only true Certificate IV EMT accredited qualification in the country. It incorporates the highest clinical content of any program up to the Diploma level utilizing the latest and innovative EMS equipment and the world's best practice techniques. The APC and the SA qualifications are designed for participants wishing to gain a Certificate IV EMT qualification developed by industry for the industry. Both qualifications are especially suited for Industrial and Event/Sports Medics, Remote Area First Responders, Specialised Police/Security Personnel, Firefighters, Rescue Personnel and Patient Transport Officers.

    Successful graduates of Certificate IV in Pre-Hospital Emergency Medical Response may apply a broad range of specialised knowledge and skills in the provision of pre-hospital care management to patients and casualties as an Emergency Medical Technician (EMT) in environments including aviation, security, tourism, maritime, mines and remote workplaces.

    Similar to the SA qualification, on completion of the Australian Paramedical College's (APC) qualification, qualifying learners will be able to:
  • Confirm physical health status.
  • Comply with infection prevention and control policies and procedures.
  • Work legally and ethically.
  • Undertake comprehensive assessment of a patient and document results.
  • Provide administration of emergency medication in a pre-hospital care setting.
  • Assess and administer emergency medical care.
  • Provide pre-hospital trauma life support.
  • Undertake wound assessment, management and closure.
  • Undertake intravenous cannulation and fluid therapy.
  • Implement the universal triage system for pre-hospital care.
  • Apply and interpret electrocardiography.
  • Utilise intrathoracic pressure regulation technology within emergency medical care.
  • Undertake intraosseous vascular access.
  • Undertake emergency medical airway management techniques.
  • Manage medical response presence at a special event.
  • Provide pre-hospital intermediate cardiac life support.
  • Undertake advanced control techniques for life-threatening bleeding.
  • Provide emergency care for suspected spinal injury.
  • Provide pain management.

    The scope of practice for the EMT includes operating under the authority and direction of a Medical Officer. The Medical Officer may be a Doctor of medicine, Registered Nurse (RN), Senior Paramedic or Royal Flying Doctors Service (RFDS). Graduates of the Certificate IV in Pre-Hospital Emergency Medical Response are not Medical Officers and do not approve any other EMT or staff member to conduct clinical interventions which require approval or direction from a Medical Officer.

    Qualification Structure:
    The Australian Paramedical College offer modules that emphasise the Basic Life Support and Emergency Care skill skills which is similar to the South African qualification. The South African (SA) qualification comprises a total of 36 Credits for Emergency Medical Care which is similar to the Australian Paramedical College's qualification.
    The APC qualification consists of the following mandatory modules.

    Compulsory Modules:
  • Anatomy and Physiology.
  • Primary & Secondary Assessments.
  • Patient Assessment and History Taking.
  • Documentation of Records & Reports.
  • Scene Size Up - Kinematics.
  • Airway (Basic) - Bag Valve Mask Resuscitators - Manually Triggered Ventilators - Oro/Nasopharyngeal Airways - Suction Equipment.
  • Advanced Circulatory Technology - ResQPOD / CardioPump / ResQGARD).
  • Advanced Airway - Supraglottic Airways.
  • Cardiovascular Emergencies.
  • Respiratory Emergencies.
  • Cardiac Defibrillation (AEDs).
  • Diabetes and Altered Mental States.
  • Poisoning and Overdose.
  • Shock and Haemorrhage.
  • Moving and Lifting Patients.
  • Environmental Exposure.
  • Soft Tissue Injuries.
  • Chest Injuries.
  • Pharmacology - Emergency Drug Therapy.
  • Inhaled Analgesia (Entonox / Penthrane).
  • Medication Administration.
  • Traumatic Brain Injuries.
  • Spinal Injuries.
  • Musculoskeletal Injuries.
  • Patient Management and Packaging - Spinal Stabilisation & Immobilisation - Extrication Devices - Stretchers and Carrying Devices.
  • SMART Triage (Multiple Casualty Incidents).
  • Intravenous Cannulation and Fluid Therapy.
  • intraosseous Vascular Access.
  • Communications / Stress Management / Diversity.
  • Risk Assessment ECG Interpretation (3 Lead).
  • Holistic Assessments.

    Differences:
    The Australian Paramedical College is offered over less than one-year duration whereas the South African qualification takes one year of full-time study. The SA qualification covers a comprehensive qualification structure as it includes applied physics and chemistry; mental health and wellness as well as computer literacy while the APC qualification structure is limited to first aid.

    All assessments are completed on the qualification and work experience under clinical guidance is not required in the APC qualification while the assessment of clinical practice is compulsory in the SA qualification.

    Country: Swaziland
    Institution: Emergency Medical Rescue College (EMRC)
    Qualification Title: Certificate in Emergency Medical Care

    Similarities:
    The Emergency Medical Rescue College (EMRC) and the South African (SA) qualification compare favourably in the following aspects:

    Duration:
    Both the EMRS and the SA qualifications are offered over one-year of full time of study.

    Admission Requirements
    To be eligible for admission for the EMRS qualification candidates must:
  • Pass a fitness assessment set up to test endurance (both physical and mental) which is similar to one of the SA qualification entry requirements.
  • For learners coming straight from high school they will have to possess a minimum of 25 points in Form 5 which is similar to the SA qualification whereby the National Senior Certificate and/or Senior Certificate are secondary school certificates.
  • Those already in the EMS industry should possess the minimum of a Certificate in Basic Ambulance Assistance course or higher with any accredited and reputable institution which is the same as the recognition of prior learning (RPL) in the SA qualification.
  • Entry by exemption: candidates from protection services (Defence Force, Police Service, and Wildlife), Fire Brigade, Agriculture, Emergency Medical Services and Utility Services will also be eligible for entry.

    Purpose:
    Both the Emergency Medical Rescue College (EMRC) and the South African (SA) qualifications will enable learners to acquire lifesaving and practice as a licensed practitioner who practices under supervision. These curricula enhance the essential knowledge base of Emergency Care Technicians. Upon obtaining the certificate learners will enter and have an impact on the re-structuring of the Emergency Medical Services of Swaziland.

    Qualification structure:
    The duration of both the EMRC and the SA qualifications will be offered over a period of two semesters which will be one (1) year. The qualification comprises six (6) months of classroom lectures and practical series and three (3) months of clinical practice in relevant prospective workplaces in both public and private sectors.
    The qualification is divided into seven (7) modules; an organizational plan was chosen to begin a process of standardization of the curricula. The modules are:

    Emergency Medical Care Theory:
  • Anatomy and Physiology.
  • Medical Emergencies and Management.
  • Trauma Emergencies and Management.
  • Basic Pharmacology.
  • Emergency Medical Care Practical.

    Objective Structured Clinical Examination (OSCES):
  • Patient Simulation.
  • Emergency Medical Practice and Ethics.

    Law and Ethics:
  • Advanced life support (ILS) Scope of Practice.
  • ILS Drug Protocol.

    Clinical Practice:
  • Clinical Shifts - Rapid Response Vehicle with a BTech EMC Practitioner (EMRC).
  • Clinical Shifts - Ambulance with an NDip ECT Practitioner (EMRC).
  • Clinical Shifts - Hospitals: Casualty (Trauma) and Maternity or Obstetric Units
  • Primary Health Care facility (Clinic)

    High Angle Rescue I:
  • Rope rescue theory.
  • OSCES and Simulations.
  • Light Motor Vehicle Rescue (LMVR).

    LMVR Theory:
  • OSCES and Simulation.

    Physical Training:
  • Practical.

    The qualification is competency-based and learners who successfully complete this qualification must demonstrate competency over the knowledge and skills outlined in the qualification.

    Country: Botswana
    Institution: The Institute of Development Management (IDM)
    Qualification Title: Certificate in Emergency Medical Care

    Similarities:
    The Institute of Development Management (IDM) qualification compares favourably with the South African (SA) qualification in the following aspects.

    Duration:
    The duration of both the IDM and SA qualifications is one year full-time and one and half years part-time.

    Entry Requirements:
    Both the IDM and SA qualifications require the completion of the following secondary school leaving certificates.
    Botswana General Certificate of Secondary Education (BGCSE) or equivalent with a minimum of 30 points with at least D in Biology, Chemistry, Physics or double science, Mathematics and English and for SA qualification is National Senior Certificate (NSC) or equivalent, NQF Level 4, with English, Mathematics or Mathematical Literacy, Life Sciences, and/or Physical Sciences
    Or
  • Two years of relevant, current health work experience or a recommendation letter that is similar to the recognition of prior learning (RPL) in the SA qualification.

    Purpose/Rationale:
    Both IDM and SA qualifications are designed to train learners as Paramedics who would be expected to assess and recognize medical, traumatic, emotional and psychological emergencies and render emergency health care through advanced life support care in a wide variety of environmental conditions.

    Both qualifications enable qualifying learners to access the employment opportunities in:
  • Fire services.
  • Hospitals.
  • Trauma centres.
  • Local authorities.
  • Armed forces.
  • Public and private emergency services.

    Qualification structure:
    Similar to the SA qualification, the IDM qualification is a one-year full-time course running over two semesters. Both qualifications comprise theory, practical and field attachment over the twelve (12) month period. The IDM and SA qualifications consist of the following compulsory modules.

    Similar Compulsory Modules:
  • Basic Computer Applications.
  • Fundamentals of Emergency Medical Care.
  • Anatomy and Physiology.
  • Primary Health Care.
  • Clinical Practice.

    Differences:
    The IDM compares favourably with the SA qualification, however, there are a few differences in the following aspects.

    Entry requirements:
    The SA qualification includes the medical fitness and physical fitness evaluation as the entry requirements into the qualification.

    Qualification structure:
    The IDM qualification modules differ from the SA qualification in that IDM has 60 credits whereas the SA qualification has 132 credits. The IDM qualification consists of the following compulsory modules which are not included in the South Africa qualification although some of the content feature in the Assessment Criteria.

    Different Compulsory Modules:
  • Communication and Study Skills.
  • Primary Health Care.
  • Fundamentals of Health Education and Promotion.
  • Health Law and Ethics.
  • Emergency Communications Systems.

    Conclusion:
    In conclusion, it may be stated that the South African qualification has been compared to similar qualifications offered in several other countries around the world. The duration of these qualifications differs slightly, and the literature reviewed reflects examples where there is a range of 100 hours to one year. More advanced qualifications reflect duration periods from six months to three years. Because there is a great deal of similarity in the curricula offered in several other countries it implies that these curricula reflect best practices. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Higher Certificate in Nursing, NQF Level 5.
  • Higher Certificate in Dental Assistance, NQF Level 5.

    Vertical Articulation:
  • Diploma in Emergency Care, NQF Level 6.
  • Diploma in Emergency Medical Care, NQF Level 6.
  • Bachelor Degree: Emergency Medical Care, NQF Level 8.
  • Bachelor of Nursing, NQF Level 8. 
    		•

    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 


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