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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Nursing Education 
SAQA QUAL ID QUALIFICATION TITLE
119205  Postgraduate Diploma in Nursing Education 
ORIGINATOR
University of Johannesburg 
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  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0333/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Postgraduate Diploma in Nursing Education is to strengthen and deepen the learners' knowledge and expertise as a speciality of the nursing profession. It is designed to develop the learners' skills based on current thinking, practice, and research methods in the field of Nursing Education. A high level of theoretical engagement and intellectual independence is needed to acquire the ability to relate knowledge to a range of contexts, undertake professional and highly skilled workers, and conduct a research project under supervision. A high level of theoretical engagement and intellectual independence is needed to acquire the ability to relate knowledge to a range of contexts and to undertake professional and highly skilled teaching ability in nursing education.

Upon completion of this qualification, qualifying learners will be able to:
  • Educate nursing learners within the ethical-legal parameters and resolve ethical dilemmas by using decision making and moral reasoning models.
  • Apply knowledge of basic research methodology in the appraisal of articles and in a research project in the field of nursing education
  • Facilitate learning to promote the learner's ability to make a sound clinical judgment and demonstrate metacognition in nursing education.
  • Facilitate curriculum or programme development.
  • Implement strategies to develop self, peers, and nursing learners by promoting self-directedness through a process of mentoring and precepting.
  • Evaluate the management of an educational programme based on the national, professional and institutional standards.
  • Apply knowledge and principles of the systematic review and guideline development process, in order to evaluate the standard of guidelines.
  • Apply principles of evidence-based nursing education to improve the quality of education.

    Rationale:
    There is a need for nurse educators in the country as determined by the National Department of Health and the South African Nursing Council (SANC). The qualification will strengthen and deepen the learners' knowledge in the field of nursing education. It will enable the nurse educator to undertake advanced reflection and development by means of a systematic survey of current thinking, practice, and research methods in nursing education.

    The South African Nursing Council as a professional body, published competencies for nurse educators to enable quality training (SANC 2014). Upon successful completion of the qualification, learners will meet the teaching requirements of the Nursing Act (No. 33 of 2005), SANC and Council on Higher Education (CHE) and can play a vital role in the South African Nursing Education Institutions. This qualification demands a high level of theoretical engagement and intellectual independence as well as the ability to relate knowledge to a range of contexts in order to undertake professional or high skilled nursing education work. The qualification includes conducting and reporting research under supervision. Furthermore, the qualification is recognised and regulated by the SANC and is competency-based. It benefits the individual, the community, society, and the country through the provision of specialised quality nursing education that will empower the learner with the necessary knowledge and skills to practise as a nurse educator.

    Equipped with the necessary knowledge of the educational context and teaching and learning practice, educator competencies, attitudes and values, qualifying professionals will contribute to the development of competence of a diverse category of nurses who can respond appropriately to population health needs. The focus, therefore, is to prepare these professionals in facilitating the theory and clinical skills development of nurses to improve population health outcomes.

    The qualifying learner will function as a lecturer/tutor, clinical educator, education manager, researcher, and specialist in a college or university according to the appropriate legislative framework. The Nurse Educator will also act as a professional team leader and manager after having developed the required practical teaching skills. They will therefore be responsible for developing the capacity of other team members. 
    		•

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

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

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Nursing, NQF Level 7.
    Or
  • Advanced Diploma in Critical Care Nursing, NQF Level 7.
    Or
  • A relevant qualification in the related field, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 124 Credits.

    Compulsory Modules, Level 8,124 Credits:
  • Fundamental Nursing: Nursing Education, 16 Credits.
  • Didactics, 5 Credits.
  • Curriculum orientation and design, 6 Credits.
  • Teaching media studies, 5 Credits.
  • Introduction to research, 4 Credits.
  • Teaching and assessment strategies, 4 Credits.
  • Contemporary dynamics in Nursing Education, 6 Credits.
  • Research project, 6 Credits.
  • Clinical Practice in Nursing Education, 72 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Educate learners within the ethical-legal parameters and resolve ethical dilemmas by using decision making and moral reasoning models.
    2. Apply knowledge of basic research methodology in the appraisal of articles and in a research project in the field of nursing education.
    3. Facilitate learning to promote the learner's ability to make a sound clinical judgment and demonstrate metacognition in nursing education.
    4. Demonstrate the ability to facilitate curriculum or programme development.
    5. Implement strategies to develop self, peers, and nursing learners by promoting self-directedness through a process of mentoring and precepting.
    6. Evaluate the management of an educational programme based on national, professional, and institutional standards.
    7. Apply knowledge and principles of the systematic review and guideline development process, in order to evaluate the standard of guidelines.
    8. Apply principles of evidence-based nursing education to improve the quality of education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Use critical decision making, and moral reasoning models to guide clinical practice and resolve professional-ethical dilemmas within the nursing system.
  • Identify and debate the relevant latest legislation, policies, protocols, regulations, guidelines, directives, and applicable ethics pertaining to nursing education.
  • Use advocacy principles to advocate for quality nursing education.
  • Manage academic misconduct according to institutional protocol.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate academic writing skills in research reports.
  • Appraise research articles in the field of nursing education through the application of basic knowledge of research methodology.
  • Differentiate qualitative, quantitative, and mixed-method research designs accurately.
  • Demonstrate scholarship through evidence-based education.
  • Demonstrate research knowledge in a research project

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Design and execute a plan for learning facilitation sessions that promote the metacognition and clinical judgment processes in nursing learners.
  • Differentiate teaching and learning paradigms.
  • Debate and compare learning theories.
  • Align teaching and learning approaches with learning theories.
  • Compare and align different knowledge taxonomies with teaching and learning approaches.
  • Explain thinking operations.
  • Formulate and align learning outcomes with a selected knowledge taxonomy.
  • Develop teaching and learning activities to attain a set learning outcome.
  • Facilitate learning in the classroom, online, and in the clinical setting.
  • Develop and execute an integrated assessment plan.
  • Develop and test assessment tasks and tools for reliability.
  • Provide and use feedback on assessment as a learning opportunity.
  • Compile a moderator's report that addresses all the assessment criteria.
  • Use technology within the educational domain to effectively communicate and facilitate learning.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Explore and debate curriculum design processes.
  • Use curriculum/programme accreditation criteria to assess a programme.
  • Debate the purpose of generic exit level outcomes.
  • Design, implement, evaluate or review a programme or curriculum for teaching and learning of nurse specialist /midwife specialists.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Use mentoring and precepting models to develop self and novices.
  • Apply mentoring and precepting techniques d in practice.
  • Establish academic/professional relationships to sustain lifelong learning.
  • Create a positive learning climate by establishing positive relationships.
  • Use performance appraisal principles to monitor own development within the programme.
  • Apply learning theories in own development and the development of others.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use national, professional, and institutional standards to evaluate the management of an educational programme.
  • Mobilize and utilize resources to optimize nursing education referral.
  • Utilize statistics pertinent to Higher Education to inform decision making to improve the quality of nursing education.
  • Debate the influence of global trends; social, political, and economic factors; as well as disease profiles on Higher Education and communicate recommendations to authorities.
  • Explore and debate collaborative leadership styles.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Evaluate the standard of guidelines used in nursing education by applying knowledge of the systematic review and guideline development process.
  • Demonstrate academic writing in reports and guidelines.
  • Formulate research questions according to the PICO format and any other frameworks.
  • Search databases by using Boolean and other information search strategies.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Promote quality nursing education by implementing evidence-based nursing education.
  • Use systematic reviews to improve nursing education.
  • Perform quality audits aimed at improving nursing education at predetermined times.
  • Critique, develop and implement education standards.
  • Monitor the quality of nursing education continuously.

    INTEGRATED ASSESSMENT
    Learners will be assessed by means of projects and tasks aligned with criteria related to the expected learning outcomes. A combination of different assessment methods will allow for testing a wide variety of outcomes. Integrated assessment strategies across related modules and critical cross-field outcomes are applied and assessed in the classroom, in practical venues and in the authentic environment. 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 scanning assessments.
  • Objectively structured clinical examination.
  • Reflective practice journals.

    Formative Assessment:
    Learning and assessment are integrated. The scheme of work includes tests and assignments, practical work, and competency evaluation of practical skills. The process is continuous and focuses on smaller sections of the work with a limited number of outcomes. All modules will use continuous assessment activities which will accumulate into a general portfolio. Continuous assessment will be applied in the other four modules. The general portfolio for the qualification will be compiled and can be used for job applications. The WIL component, integrated with all modules, will be properly supervised and assessed.

    Summative Assessment:
    Summative assessment (to assess skills, knowledge, and attitudes at the end of a particular learning period) includes authentic assessment (context close to real-life situations) and integrated assessment (to achieve applied competence).
    Summative assessments evaluate the learners' abilities to manage and integrate a larger body of knowledge and to achieve the stated outcomes. The summative assessment also focuses on the learners' ability to integrate knowledge and skills around ultrasound in obstetrics and gynaecology. Summative assessments include theory and practical assessments. Two of the modules will include a written examination.

    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. 
    		•

    INTERNATIONAL COMPARABILITY 
    Professional Nurses who obtain this qualification are highly employable globally. The South African 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 offered by the following international countries.

    Country: Malaysia
    Institution: International Medical University
    Qualification Title: Postgraduate Diploma in Health Professions Education
    Duration: One-year full time
    Mode of delivery:
    Conventional / Open and Distance Learning (ODL)

    Entry Requirements:
  • Bachelor's Degree in the field or related fields with a minimum Cumulative Grade Point Average (CGPA) of 2.50 or equivalent, as accepted by the University's Senate.
    Or
  • Bachelor's Degree in the field or related fields or equivalent with a minimum CGPA of 2.00 and not meeting a CGPA of 2.50 can be accepted subject to rigorous internal assessment.

    Purpose:
    The healthcare industry is an essential cog in the wheels of the nation, fostering the general health of the population, and in the prevention and treatment of disease. Hence, it is important to employ the best teaching methodologies and educational strategies to train the trainers, who in turn, shape, and mould competent healthcare professionals of the highest standards.

    The aim of the health professions education is to nurture professional practice. It integrates a core set of competencies to produce leaders and scholars in health professions education. It provides opportunities for learners to contribute to their institutions, addressing the national and regional priorities.

    The International Medical University (IMU) and the South African (SA) qualifications are designed to fulfil the needs of 21st Century Health Professions educators and are suitable for learners who are interested or involved in education, assessment, programme design and research in health professions education. These qualifications are aimed to develop an in-depth understanding of educational theories, principles and values related to contemporary learning environment and assessment. They will boost learners' professional credibility and confidence in teaching and designing the curriculum as well as opening a pathway to a higher degree in Health Professions Education. The combination of various teaching methods through face to face and online sessions with local and international experts in the field will enhance the learning experience of the learners.

    Both the IMU and SA qualifications are intended for health professionals seeking to build more knowledge and practice in Health Professions Education.

    Qualification structure:
    The IMU qualification consists of eight compulsory modules - 32 credit hours and five modules -20 credits hours from Postgraduate Certificate as well as 12 credit hours from Postgraduate Diploma.

    Compulsory Modules, 64 credit hours:
  • Educating the 21st Century Healthcare Professionals.
  • Theories and Methods of Learning and Teaching in Health Professions Education.
  • E-learning in Health.
  • Professions Education.
  • Work-Based Learning in Health Professions Education.
  • Assessment and Feedback.
  • Laying the Foundation of Research.
  • Curriculum Planning and Evaluation.
  • Professionalism in Health Professions Education.
  • Management and Leadership in Health Professions Education.

    Teaching:
    Teaching and learning activities include seminars, discussions, lectures, workshops, tutorials, one-to-one consultation.

    Assessment:
    Assessment throughout the programme varies from written assignments (critical reviews, reflection, case studies) and presentations. Feedback to learners will be provided throughout the programme to enhance performance

    Articulation:
    Learners who completed the Postgraduate Diploma may continue to the Master level with another two modules that focus on research projects and dissertations.

    Similarities:
    Both the International Medical University (IMU) and the South African (SA) qualifications are offered over a period of one-year full-time study.
    The IMU and SA qualifications require candidates who have completed a bachelor's degree in the related field of study.
    There are similarities in the structure and content (Educating the 21st Century Healthcare Professionals, Theories and Methods of Learning and Teaching in Health Professions Education, E-learning in Health.
    Professions Education, Work-Based Learning in Health Professions Education Assessment and Feedback, Laying the Foundation of Research, Curriculum Planning and Evaluation, Professionalism in Health Professions and Education Management and Leadership in Health Professions Education.
    Both the IMU and SA qualifications articulate into the master's degree in a cognate field.

    Differences:
    The IMU qualification offers a flexible mode of delivery to include ODL whereas the SA qualification is only offered full time.

    They differ in that the South African qualification is firmly located in the local and continental context, while still drawing on internationally validated perspectives of Nursing.

    Country: Australia
    Institution: University of Southern Queensland
    Qualification Title: Graduate Diploma of Nursing (Clinical Education) (GDNG)
    NQF Level: Australian Qualifications Framework (AQF) Level 08.
    Duration: Two years part-time
    Entry requirements:
  • Completed a three-year bachelor's degree in nursing from an Australian university or equivalent.
  • Hold a current Professional Registration as a Division One nurse, or equivalent, with either Australian Health Practitioner Regulation Agency (AHPRA) or a relevant regulatory body in the applicant's home country.
  • English Language Proficiency requirements for Category 4.

    Recognition of prior learning or work experience:
    Applicants may be eligible for recognition of prior learning if they have previously studied or have relevant work experience.

    Purpose:
    The purpose of both the University of Southern Queensland (USQ) and the South African qualifications is to extend knowledge of the core elements of learner-centred education and become a clinical nurse educator for learners, peers, and other health professionals.
    Qualifying learners will:
  • Develop key skills in face-to-face and online pedagogy specific to a clinical setting and develop clinical nurse educator resources to progress the career.
  • Understand the major theories of clinical education and the political, economic, and societal issues related to career development.
  • Develop skills as a mentor and leader to successfully plan and execute clinical education programs within a health care setting.

    Career outcomes:
    Graduates find career opportunities in both the private and public health care sectors, in positions that require the oversight or execution of clinical education resources and programs.

    The USQ qualification aims to advance the knowledge and skills of experienced nurses in the areas of rural and remote, gerontology, mental health, leadership and management in health or clinical education.
  • The Clinical Education Specialisation aims to prepare learners to advance their knowledge and skills to develop education programs and, facilitate and mentor learners and peers within healthcare contexts.
  • The Gerontology Specialisation aims to enhance learners' knowledge and skills in caring for ageing clients in multiple settings.
  • The Leadership and Management in Health Specialisation aims to develop the knowledge and skills necessary for leaders in healthcare.
  • The Mental Health Specialisation aims to develop the knowledge and skills of learners to enable them to care for mental health clients in multiple settings
  • The Rural and Remote Specialisation has been developed for registered nurses wishing to further their knowledge and advance their nursing skills in rural and isolated practice. After completion of the Graduate Diploma or Masters, learners will meet the legislative requirements to support the extended practice authority (EPA). Utilising Health Management Protocols and Clinical Care Guidelines outlined in the Primary Clinical Care Manual, clinicians in Queensland and Victoria will have the ability to administer and supply medicines according to local policy.
  • The General Specialisation enables learners to personalise the courses studied to suit their specific needs.

    On successful completion of both USQ and SA qualifications, graduates will be able to:
  • Apply specialized knowledge, skills and technical competencies across a variety of health contexts.
  • Communicate professionally and ethically in interpersonal, inter-professional and intercultural situations with people of diverse ages, backgrounds, and needs.
  • Collaborate with a range of healthcare professionals to provide patient care that meets and exceeds the national standards for nursing practice and achieve common goals.
  • Reflect on practice to facilitate awareness and knowledge of one's own cognition and abilities, establishing a mechanism for lifelong learning.
  • Critically analyse, synthesise, and evaluate a range of data and evidence to provide solutions to complex nursing problems.

    Articulation:
    After completing the Graduate Diploma of Nursing, learners may continue to study further for the Master of Nursing.

    Qualification structure:
    To complete this qualification, learners must complete two compulsory modules (two credit units) and six specialisation modules (six credit units). Most modules (similar to 'subjects') are valued at one unit. To study full-time learners would usually complete four units per semester.

    Compulsory Modules, 2 credit units,
  • Contexts of Practice, 1 Credit Unit.
  • Health Policy Analysis and Review, 1 Credit Unit.

    Six specialisation or approved modules, 6 credit units.
    Elective Modules (Select six specialisation or approved courses from the following):
  • Clinical Education specialisation.
  • General specialisation.
  • Gerontology specialisation.
  • Leadership and Management in Health specialisation.
  • Mental Health specialisation.
  • Rural and Remote specialisation.
    Total: 8 credit units

    Content:
  • This subject examines the principles of pedagogy, andragogy, and pedagogy in the context of health education. The subject explores learning theories, cross-cultural communication, group dynamics and counselling principles as imperatives for the health professions to meet the learning needs of clinicians and healthcare consumers.
    Issues are related to:
  • Research into clinical education; patient and family education; new paradigms for fieldwork, mandatory vs voluntary continuing professional education; and clinical ethics.
  • Construct and defend an argument relating to the nurse's teaching role. Assessment of learner knowledge needs to identify resources and constraints.
  • Teaching process. Teaching goals and strategies Planning teaching interventions Implementing teaching Evaluating teaching and learning.
  • Apply knowledge of the basic principles and practice of curriculum design to the development of teaching interventions.

    Similarities:
    The USQ and SA qualifications are both registered at NQF Level 8.
    Both the USQ and SA qualifications require applicants who completed a three-year bachelor's degree in nursing and both qualifications may be accessed through RPL.
    The USQ and SA qualifications share the same aims and purposes of deepening knowledge of the core elements of learner-centred education and becoming a clinical nurse educator for learners, peers, and other health professionals.
    Both qualifications develop the same exit level outcomes in which learners will be able to demonstrate on completion of the qualifications.
    Learners completing the USQ, and SA qualifications will be able to pursue further studies for Master's degree in nursing.

    Differences:
    The USQ qualification carries a weighting of 8 credit units whereas the SA qualification has 124 credits.
    The USQ provides flexibility options being offered both part-time and online to allow learners who are employed full time to further their careers.

    Country: Ireland
    Institution: University College Cork
    Qualification Title: Postgraduate Diploma in Health Professions Education
    Duration: One Year Part-time
    Course Delivery Mode:
    The Postgraduate Diploma is also fully online.
    Entry Requirements:
    Candidates must have the following:
  • An undergraduate degree (National Framework Qualifications (NFQ) Level 8.
    Or
  • Equivalent qualification in an appropriate healthcare-related subject, such as (but not restricted to) medicine, nursing, pharmacy, dentistry, occupational therapy, physiotherapy, speech and language therapy, psychology, and social science.
  • Access to teaching opportunities to allow completion of compulsory assignments.
    Applicants who do not meet these requirements may also be considered under Recognition of Prior Learning (RPL) on a case-by-case basis following a review of their individual qualifications and experience by the programme board.

    Purpose/Rationale:
    The University College Cork (UCC) and the South African (SA) qualifications will provide learners with the knowledge and skills to be effective educators and will allow learners to develop in the areas of scholarship and leadership in Health Professions Education (HPE).

    Upon the completion of the both the UCC and the SA qualifications, qualifying learners will be able to:
  • Evaluate education methods and courses, and the evidence base for current practices in HPE.
  • Analyse and apply knowledge of the theoretical and practical aspects of key topics required to be a health professions educator.
  • Apply knowledge and skills required to design, undertake, and evaluate research in HPE.
  • Develop skills to act as a leader and innovator in HPE.

    Graduates will be able to pursue occupations associated with Health Professions' Education including but not limited to doctors, nurses, pharmacists, dentists, physiotherapists, occupational therapists, speech and language therapists, psychologists, and social care professionals.

    Qualification structure:
    The qualification consists of the following compulsory modules:
  • Scholarship and Professional Development in Health Professions Education,10 Credits.
  • Advanced Assessment in Health Professions Education, 10 Credits.
  • Leadership and Academic Programme Development, 10 Credits.
  • Online and Simulation-based Approaches to Health Professions' Education, 10 Credits.

    Articulation:
    On successful completion of the qualification, learners may progress to the Master's in Health Professions Education.

    Teaching and assessment:
    Learners will be required to engage with online materials, contribute to online discussions, link with peers, perform and reflect on teaching practice, and complete personal reading and written assignments. The completion of online materials and contribution to discussions is expected to take in the region of 40 hours per 10-credit ECTS module. Additional time should be spent on self-directed reading, planning, performing, and reflecting on teaching.
    There is no work placement in this qualification, but learners will be expected to be able to access teaching opportunities to allow the completion of compulsory assignments.

    Similarities:
    Both the University College Cork (UCC) and the South African (SA) qualifications are offered over a period of one year although the UCC qualification is offered on a part-time basis.
    The UCC and SA qualifications both require applicants who have completed their undergraduate degree and both qualifications can be accessed through RPL.
    The UCC compulsory modules are featured in the Exit Level Outcomes and Associated Assessment Criteria of the SA qualification.
    Both qualifications articulate vertically into a Master's degree.

    Differences:
    The delivery mode of the UCC qualification is fully online whereas the SA qualification is only available full time and offered a face-to-face/contact delivery mode.
    The UCC qualification is designed for busy healthcare professionals, including those working full time, who want flexible access to learning. The institution has a strong tradition in the education of educators and the Medical Education Unit is specifically dedicated to the development of teachers in the health professions.

    Conclusion:
    The qualification is comparable with the best international countries in terms of purpose, rationale, and curriculum. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Nursing Honours in Education, NQF Level 8.
  • Bachelor of Nursing in Education and Administration, NQF Level 8.
  • Postgraduate Diploma in Nursing, NQF Level 8.

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


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