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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Health Services Management 
SAQA QUAL ID QUALIFICATION TITLE
119206  Postgraduate Diploma in Health Services Management 
ORIGINATOR
University of KwaZulu-Natal 
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 Health Services Management is to strengthen and deepen the learner's knowledge and skills in the field of health service management. The qualification will provide nurses working in the Nursing Management area with specialist knowledge and skills in specialised management of a nursing service with special reference to the contextual variables in the nursing service, such as the geographic situation in which they work, the type of service which they provide, the community and patient variations and the human resource variations.

Moreover, the qualification fosters innovation and creativity in nursing managers, producing graduates who can effectively use problem-solving skills to influence clinical practice, and service delivery and effect change as nurse leaders e.g., use the outcomes of current research and/or evaluation studies as a foundation for decision making. Learners completing this qualification can function with specialised competencies within Nursing Management; enhancing their ability to evaluate and apply theoretical and practical research or evaluation evidence to their own practice by implementing evidence-based practice.

This qualification is intended for learners working in, or aiming to work in, the management or clinical leadership roles in any part of the health sector. In the management area, learners may be working in general management, human resources, operations management, logistics, digital health, or information technology.

On completion of the qualification, qualifying learners will be able to:
  • Manage a healthcare facility within the ethical-legal parameters of the nursing profession and resolve professional-ethical dilemmas by using decision-making and moral reasoning models.
  • Facilitate advocacy for the profession and provision of specialist professional support for personnel, patient or client, families, and communities.
  • Examine contemporary, relevant issues in health service management.
  • Manage resources for the effectiveness and efficiency of a health care facility or unit.
  • Gain in-depth knowledge of areas such as health systems management, policy, economics, information management and informatics/digital health.
  • Develop and implement the strategic and operational plans including key institutional policies.
  • Apply research and communicate findings in oral and written form.

    Rationale:
    The Strategic Plan for Nursing Education, Training and Practice 2012/13 - 2016/17 for South Africa (2013) highlights governance, leadership, legislation, and policy as one of the major challenges facing nursing in South Africa. Strong and effective health service leaders and managers are fundamental for good health outcomes in a dynamic health care system. According to the strategic plan, nurse managers are in a critical position to lead the implementation of many proposed health care reforms. They are required at all levels of care to address complex issues associated with healthcare systems reforms in South Africa. Therefore, this qualification will increase the production of nurse managers who are equipped with appropriate management competencies. Pre-registration nurses are inadequately exposed to health services management and the complex and dynamic context of health service management. More importantly, the change in the South African Nursing Council (SANC) regulations has created a need for a speciality course which allows graduates to choose a specialist career path in health service management. Learners pursuing this path will earn the qualification of an advanced nurse specialist in health services management as a nursing manager. This qualification will assist to improve the leadership and management within a nursing service.

    Health services management and leadership in South Africa are committed to meeting the Millennium Development Goals (MDGs) 3 (National Department of Health (DoH, 2010); and sustainable development goals (2030) addressing the complex burden of disease; and ensuring responsiveness to population health needs. Nurse managers have a leading role in addressing these issues and enabling legal, policy and fiscal environment to facilitate their achievement.
    Nurse managers have a long-term aim of aligning services towards the vision of a long and healthy life for all South Africans (National Department of Health). The Department of Health in South Africa has indicated its commitment to health and nursing by focusing on important initiatives. In the National Service Delivery Agreement (NSDA, 2010), the South African Government has agreed on key strategic outcomes. The NSDA is a charter that reflects the commitment of key stakeholders such as nurse managers to reaching certain outcomes in the public sector. This qualification will be recognised by the SANC, for which learners will register at SANC when they complete, the qualification of Nursing Management/Health services management.

    This qualification will be useful for:
  • Professional nurses who wish to progress within the field of nursing and health services management.
  • Persons at a commensurate level in Health and Allied Health Sciences who wish to change direction and move into nursing management.
  • Learners wishing to progress towards a qualification such as a master's degree in nursing and beyond. 
    		•

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

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

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

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

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Nursing, NQF Level 7.
    Or
  • Bachelor of Nursing Science, NQF Level 7.
    Or
  • Bachelor of Nursing Science: Education and Administration, NQF Level 7.
    Or
  • Advanced Diploma in Critical Care Nursing, NQF level 7.
    Or
  • Advanced Diploma in Occupational Health Nursing, NQF level 7.
    And
  • Registered Nurse with SANC. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework Level 8 totalling 128 Credits.

    Compulsory Modules, Level 8,128 Credits:
  • Nursing Research and Evidence-Based Practice, 16 Credits.
  • Management of Learning Organizations in Health Care Sector, 16 Credits.
  • Effective Management and Leadership in nursing practice, 24 Credits.
  • Strategic Planning and Change Management, 24 Credits.
  • Philosophical Perspectives and Advocacy in Nursing, 16 Credits.
  • Intersectoral and International Collaboration, 16 Credits.
  • Quality Management in a dynamic health care service, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts for the profession and provision of specialist professional support for personnel, patient, client, families, and communities.
    2. Demonstrate the ability to operate effectively within a system, or manage a system based on an understanding of the roles and relationships between elements within the healthcare system.
    3. Demonstrate an understanding of the complexities and uncertainties of selecting, applying, or transferring appropriate standard procedures, processes, or techniques to unfamiliar problems in a health services management practice.
    4. Collaboratively facilitate internal and external environment measurement performance or accreditation of the health facility based on the set standards.
    5. Demonstrate the ability to use a range of specialised skills to identify, analyse and address complex or abstract problems drawing systematically on the body of knowledge and methods appropriate to a health services management practice.
    6. Establish links with the national and international environment to achieve best practices and a healthy competitive position.
    7. Participate in efforts to influence health care policy on behalf of healthcare users and the profession mainly the review or development of management/operational tools such as protocols, standards, logarithms, etc
    8. Demonstrate the ability to interrogate multiple sources of knowledge in an area of specialisation and to evaluate knowledge and processes of knowledge production. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Manage a healthcare facility within the ethical-legal parameters of the nursing profession and resolve professional-ethical dilemmas by using decision-making and moral reasoning models.
  • Apply critical decision making and moral reasoning models to resolve ethical dilemmas within Health Services management.
  • Identify and debate the relevant latest legislation, policies, regulations, and guidelines pertaining to Health Services Management.
  • Apply the advocacy principles to ensure safety and quality care in various healthcare facilities.
  • Manage Professional misconduct according to institutional and legal protocols.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Manage resources for the effectiveness and efficiency of a health care facility or unit.
  • Apply the supply chain management processes to mobilise and optimize relevant resources optimally.
  • Employ sound asset management principles to ensure cost containment and elimination of wasteful expenditure.
  • Participate in the recruitment of employees that are fit for the purpose through effective talent management.
  • Retain human resources through effective talent management by fair development and succession planning including promotion opportunities.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Participate in the development and implementation of the strategic and operational plans including key institutional policies.
  • Participate in the reviews of the strategic plan, for example, the dynamic physical, socio-political, cultural, economic, technological, legislative, and regulatory environments including stakeholder requirements.
  • Involve relevant stakeholders in nursing in strategic and operational planning.
  • Apply principles and theories of health services management and leadership in the execution of the strategic and operational plan.
  • Direct and coordinate the nursing activities towards the achievement of relevant strategic and operational goals.
  • Debate change management models applicable to healthcare services.
  • Use Action learning and planning strategies to monitor innovations.
  • Participate in the development activities in health services management.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Discuss the levels and or classification of the respective health services.
  • Delegate tasks taking into consideration the burden of diseases and priority services as determined by current events.
  • Engage in planning and allocating the role and responsibilities within the inter and interprofessional team.
  • Evaluate the set performance standards in the accreditation of the healthcare facility.
  • Apply equal participation and visibility of nursing, e.g., peer review in the accreditation of the healthcare facility.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply knowledge of and facilitate evidence-based practice to solve contextual problems and develop policies and guidelines.
  • Promote quality of health services management by implementing evidence-based practice.
  • Apply search engines and databases for literature review to inform evidence-based practice and health services management.
  • Use systematic reviews to improve health services management.
  • Perform quality audits to improve health services management at predetermined times.
  • Differentiate accurately between the qualitative, quantitative, and mixed-method research designs.
  • Integrate evidence-based practice of research findings for safe, effective, and efficient practice.
  • Actively participate in inter and intra professional dialogues, debates, or discourses in quality improvement.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Access and use best practices to develop indicators for quality and cost-effectiveness in health services management.
  • Identify key international organizations and networks relevant to the implementation of health care service relationships.
  • Establish and maintain healthy relationships between inter-sectoral and areas of global health security and governance.
  • Integrate successful health care at various levels of collaboration.
  • Examine the opportunities and challenges confronting health care systems in the adoption of the digital transformation agenda.
  • Monitor and evaluate the progress of intersectoral efforts to advance priority health goals and identify and promote good practices.
  • Empower the capacity of health sector personnel to interact with and develop alliances with other Ministries.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Analyse and select learning organization theories and models (system, process-focused, performance or operations based, project-based and systemic models) based on a selected theoretical frame of analysis.
  • Examine the scenarios in health learning organisations based on current literature and present factors facilitating and hindering the successful building of learning organisations.
  • Develop a collaborative strategic learning organisation plan for a specific division or department of nursing service management or nursing education institution based on the diagnosed learning needs.
  • Select different evaluation models and apply them in the comprehensive evaluation of a learning organisation.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Engage in scholarly activities to inform evidence-based practice, education, and management.
  • Review literature by using appropriate search engines and databases to inform evidence-based practice and health services management.
  • Use methods to generate evidence for utilization in specialist practice and health services management.

    Integrated assessment
    Competency-oriented assessments will be used to facilitate assessment in an integrated way because the focus in such assessments is on the learner's ability to identify, carefully select and integrate appropriate, context informed knowledge, skills, and values in managing a presenting scenario. The learner integrates knowledge drawn from diverse content areas.

    Integrated assessment will show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the Exit Level Outcomes. Integrated Assessment will judge the quality of the observable performance, and the quality of the reasoning that lies behind it. Assessments tools will encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Integrated assessment in this qualification allows the learners to demonstrate applied competence and uses a range of formative and summative assessment methods.

    Formative assessment:
    Formative assessment refers to a range of formal, non-formal, and informal ongoing assessment procedures used to focus teaching and learning activities to improve learner attainment. Formative assessment is undertaken on a continuous basis, incorporating:
  • Seminar presentations and papers.
  • Coursework assignments and tasks.
  • Scenarios/assignments.
  • Group presentations provide the opportunity for formative integrative assessment of knowledge, skills (cognitive and interpersonal) and attitudes.

    Summative assessment:
    The summative assessment represents the final assessment of module content within the qualification. A summative assessment primarily takes the form of an examination at the end of a module. Summative assessment in each module includes an assessment of learners' ability to critique current knowledge from international, national, and local sources. In addition, summative assessments assess the learners' ability to use reflective practice and problem-solving skills to plan; implement and evaluate Nursing Service interventions aimed at Nursing Management outcomes for the organization, clients, and employees. Summative assessments are conducted by means of but not limited to:
  • Oral and written examinations.
  • Examination equivalent assignments.
  • The research projects are a practical real-life integrated assessment of the learner's application and integration of knowledge from this qualification 
    		•

    INTERNATIONAL COMPARABILITY 
    South Africa is an active member of the International Council of Nurses (ICN) as well as the International Labour Organisation (ILO), a member of the African Union (AU), formerly the Organisation of African Unity (OAU), Southern African Development Community (SADC) and the Commonwealth. The qualification would meet recognition requirements in most of the member countries of these organisations and throughout Sub-Saharan Africa.

    The World Health Organisation [WHO] (1987) has emphasised the issues surrounding the relevance of the education of health professionals. The basis of the premise on which the WHO recommends that effective education of health professionals must produce health professionals who are "responsive to needs to the needs of the populations they serve, to achieve the goal of health for all" (WHO 1987:5) and that such an education can be in any of a variety of health service settings".

    This qualification is comparable with similar qualifications offered by the following two international institutions.

    Country: Australia
    Institution: University of Technology of Sydney
    Qualification Title: Postgraduate Diploma in Health Services Management

    Comparison:
    The University of Technology of Sydney (UTS) qualification is compared with the South African (SA) qualification by outlining the similarities and/or differences in the following criteria.

    Similarities:
    NQF Level:
    Both the UTS and SA qualifications are registered at NQF Level 8 since the Graduate Diploma qualifications are located at level 8 of the Australian Qualifications Framework (AQF). AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. AQF level 1 has the lowest complexity and AQF level 10 has the highest complexity which is similar to the SA ten (10) Level Framework NQF Level Descriptors (2012).

    Duration:
    Both the UTS and SA qualifications are offered over a period of one-year full-time study and two years part-time.

    Entry Requirements:
    The UTS and SA qualifications require applicants who have completed an undergraduate degree such as a Bachelor of Nursing or equivalent qualification. Applicants who do not have an undergraduate degree but who have extensive relevant work experience in a healthcare or human services field may also be considered eligible.

    Purpose/Rationale:
    Health services managers understand the challenges of managing health care in a changing information-driven environment. Studying health services management will result in the ability to work in strategic and operational management in a range of health industry settings. Both the UTS and SA qualifications are designed to prepare new, aspiring, and middle health managers for roles in health services management in a variety of settings. Career options include positions in health authorities, hospitals, primary and community care, aged care services and other healthcare facilities in the public, private, not-for-profit, government and non-government health sectors.

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

    Delivery mode:
    Both the UTS and SA qualifications are offered via on-campus study. Part-time learners usually study two subjects a session.

    Assessment:
    Integrated assessment in both the UTS and SA qualifications allows the learners to demonstrate applied competence and uses a range of formative and summative assessment methods. These include not limited to theory and practice Assessment, Assignment and Presentation, portfolio, tests, research projects and examinations.

    Work-integrated learning:
    Clinical placement in a hospital is compulsory for both UTS and SA qualifications.

    Articulation:
    Both the UTS and SA qualifications articulate vertically into the Master of Health Services Management.

    Differences:
    There are slight differences in the structure of the UTS and SA qualifications.

    Qualification structure:
  • Learners must complete a total of 48 credit points, comprising six core subjects offered by UTS: Health, and two electives offered by UTS: Health and UTS: Business whereas the SA qualification carries a weighting of 120 credits.
  • The UTS qualification consists of both compulsory and elective modules whereas the SA qualification consists of only compulsory modules and no electives.

    Compulsory Modules, 36 Credits.
  • Health Services Management, 26 Credits.

    Elective Modules, 12 Credits (Select any two modules from the following options):
  • Contemporary Approaches to Health Analytics, 6 Credits.
  • Fundamentals of Health Information Management, 6 Credits.
  • Planning and Evaluating Health Services, 6 Credits.

    Country: Ireland
    Institution: Royal College of Surgeons Ireland
    Qualification Title: Postgraduate Diploma Nursing (Advanced Leadership)

    Comparison:
    The Royal College of Surgeons Ireland (RCSI) qualification is compared to the South African (SA) by outlining the similarities and/or differences between the two qualifications in the following criteria.

    Similarities:
    Entry Requirements:
    Both the RCSI and the SA qualifications require applicants who have completed the undergraduate degree in Health-related qualifications such as Bachelor of Nursing or equivalent qualifications at NQF Level 7.

    Purpose/Rationale:
    Both the RCSI and SA qualifications are intended for nurses who wish to advance their academic and professional knowledge and skills within leadership in nursing. The qualifications will develop learners' ability to critically reflect on the leadership role and examine theories and policies underpinning health and healthcare, at an individual and organisational level. The RCSI and SA qualifications aim to develop learners' confidence as active members of the healthcare team and enable them to participate in the interdisciplinary team approach to care delivery.

    Exit Learning outcomes:¿
    Upon completion of both qualifications, qualifying learners demonstrate the skills and knowledge to:
  • Critically analyse research, relevant knowledge, and evidence-based practice.
  • Evaluate the application of clinical judgement to professional leadership practice by utilising evidence-based practice
  • Apply leadership skills in strategic planning and auditing of services as they relate to nursing practice and integrate learning from the audit process into strategies for the improvement of services
  • Evaluate the role of teaching and education in the development of professional practice and initiate, implement and evaluate training as appropriate.
  • Analyse the components of clinical governance, patient safety and risk management and demonstrate an understanding of the challenges affecting leadership in nursing and healthcare at the individual and organisational level in an ever-changing healthcare system.
  • Compare and contrast management and leadership approach.
  • Critically self-evaluate your professional and personal learning needs, while identifying and accepting responsibility for seeking out opportunities for growth and learning.

    Assessment:
    Integrated assessment in both the RCSI and SA qualifications allows the learners to demonstrate applied competence and uses a range of formative and summative assessment methods. These include not limited to theory and practice Assessment, Assignment and Presentation, portfolio, tests, research projects and examinations.

    Work-integrated learning:
    Clinical placement in a hospital is compulsory for both RCSI and SA qualifications.

    Articulation:
    Both the RCSI and SA qualifications articulate vertically into the Master of Health Services Management.

    Differences:
    There are slight differences between the two qualifications in the following criteria.

    Duration:
    The RCSI qualification is a fully accredited one-year part-time qualification whereas the SA qualification is offered over a period of one-year full-time study.

    Qualification structure:
    The one-year part-time RCSI qualification is run over two academic semesters; three modules are completed in the first semester and three modules in the second semester. The total number of credits for RCSI qualification is 60 while the SA qualification carries a weighting of 128 credits.

    Compulsory Modules, 60 Credits:
  • Advanced Research Methods, 10 Credits.
  • Advanced Leadership: Professional and Clinical, 10 Credits.
  • Advanced Management and Strategy, 10 Credits.
  • Change Management: Theory and Practice, 10 Credits.
  • Education and Training, 10 Credits.
  • Contemporary Issues: Clinical Governance, Safety and Risk Management, 10 Credits.

    Country: New Zealand
    Institution: Massey University
    Qualification Title: Postgraduate Diploma in Health Service Management

    Similarities:
    Massey University (MU) qualification is comparable to the South African (SA) qualification in the following aspects.

    NQF Level:
    The MU qualification is registered at New Zealand Qualifications Framework (NZQF) level 8 similar to the South African NQF Level 8.

    Duration:
    The time to complete both MU and SA qualifications is one year full-time.

    Credits:
    Both MU and SA qualifications have 120 credits, though the SA qualification has an extra module totalling 128 credits.

    Entry Requirements:
    To enter the both the MU and SA qualifications, applicants will require to:
  • Have been awarded or qualified for a relevant bachelor's degree or equivalent qualification
  • Be working in the health industry.

    Purpose/Rationale:
    The MU and SA qualifications are intended for those already working in the health or disability sector, who wish to advance their knowledge and skills for positions in health service management. The qualifications are relevant to learners working in, or aiming to work in, the management or clinical leadership roles in any part of the health sector.
    In the management area, the learner may be working in general management, human resources, operations management, logistics, digital health, or information technology. Clinical leads could be from a medical, nursing, pharmacy, or other allied health areas in District Health Boards (DHBs), Primary Health Organisations and non-government organisations (NGOs).

    Exit Level Outcomes:
    The qualifying learners from both qualifications will be able to:
  • Assess and implement health and other policies.
  • Affect areas of policy change, development, and implementation.
  • Plan and implement and manage projects of a varied nature.
  • Work independently and as part of a team.

    Mode of delivery:
    Both qualifications cater for distance learning and adopt a blended online learning approach.

    Assessment:
    Integrated assessment in both the MUI and SA qualifications allows the learners to demonstrate applied competence and uses a range of formative and summative assessment methods. These include not limited to theory and practice Assessment, Assignment and Presentation, portfolio, tests, research projects and examinations.

    Articulation:
    Both the MU and SA qualifications articulate vertically into the Master of Health Services Management and master's degree in Nursing.

    Differences:
    There is a slight difference in the structure of the MU and SA qualifications.

    Qualification Structure:
    The MU qualification consists of both compulsory and elective modules whereas the SA qualification consists of only compulsory modules and no electives. Learners studying full-time will take 120 credits per year or 60 credits per semester.

    Compulsory Modules 60 credits:
  • Health Systems Management, 30 Credits.
  • Health Information Management, 30 Credits.

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

    Conclusion:
    The comparative analysis revealed that the SA qualification compares favourably with the above-cited similar qualification offered by international countries in many criteria. Learners completing the SA qualification will be recognised internationally. 
    		•

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

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

    Vertical Articulation:
  • Master of Health Sciences in Nursing, NQF Level 9.
  • Master of Business Administration in Healthcare Management, NQF Level 9.
  • Master of Philosophy in Health Systems and Services Research, NQF Level 9.
  • Master of Nursing, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.