SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Healthcare Management 
SAQA QUAL ID QUALIFICATION TITLE
120340  Higher Certificate in Healthcare Management 
ORIGINATOR
MANCOSA Pty (Ltd) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  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 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 01213/23  2023-02-02  2026-02-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-02-02   2030-02-02  

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 Higher Certificate in Healthcare Management is to assist aspiring healthcare workers and potential managers to develop a broad understanding of healthcare management to have a greater understanding of healthcare issues. The qualification will assist the manager or supervisor with managerial and administrative tasks. In addition, the qualification is also intended for the new entrants who may be prospective healthcare workers or current healthcare employees who do not have adequate management skills and competence.

The purpose of this qualification is to provide learners with a holistic and robust understanding of the healthcare management field. This qualification provides learners with a well-rounded understanding of theory and processes in the key fields of healthcare.
Upon completion of this qualification, qualifying learners will be able to:
  • Apply management principles at the middle management level in the healthcare industry.
  • Demonstrate an understanding of healthcare management concepts in the healthcare environment and legal framework.
  • Apply the concepts of healthcare economics with an understanding of cost reduction strategies and components of the Pharmacoeconomics evaluation methods.
  • Develop an understanding of ethics in healthcare practices.
  • Apply management and administrative principles and practices in healthcare to diversity and inclusivity of all stakeholders in the healthcare sector.
  • Demonstrate knowledge of principles and processes for optimal quality healthcare service delivery.
  • Demonstrate knowledge of planning and policy in healthcare for informed and optimal service delivery in healthcare service.
  • Maximise the benefits of sound technical and cognitive leadership.

    The purpose of the qualification is to assist aspirant healthcare workers and current healthcare personnel to develop an awareness of healthcare management theories, practices, and operations. Furthermore, the learner will understand contemporary managerial practices and the styles of current practice given the nature of dynamic change within healthcare. Equipping employees with a basic understanding of management skills and knowledge will be an advantage to organisations who need competent and knowledgeable employees to assist in the management, operational assistance, and administrative tasks. Given the short-staffed workforce, enabling entry-level employees with basic knowledge of management is an added benefit to the organisation and employees who feel they are overburdened and have assistance from healthcare workers. This will help improve employee morale and increase productivity in the organisation. This also incorporates the aspect of ethics in the practice of all managerial-related tasks through effective management. To have employees who are aware, and knowledgeable of principles and ethics for informed work functions leading to decrease medico-legal hazards and overall patient and service quality.
    The healthcare management graduate attributes of a learner include having relevant understanding, awareness, knowledge, skills, attitudes, aptitudes, and qualities developed within this qualification as a direct learning outcome of the content and purpose.

    Rationale:
    There is a growing recognition around the world that managers of healthcare organisations must receive management training to be effective system leaders (Sammut and Ngoye, 2019). The rationale for the Healthcare Management qualification stems from Africa's drastically rising population and healthcare needs. The burden of illness and communicable and non-communicable diseases necessitates competent and adequately qualified healthcare personnel (Sammut and Ngoye, 2019). Healthcare management requires strong administration, leadership, and knowledge by competent healthcare personnel (Sammut and Ngoye, 2019)
    The lack of a formal management qualification, healthcare workers have acquired managerial skills from on-the-job training, which cannot be substantiated (Kenya Health Policy 2014 - 2030, 2014). Many countries in the developing and developed world plug this gap by promoting health workers into management positions.

    The qualification will empower aspirant and current healthcare workers, as well as non-medical persons interested in pursuing healthcare management careers. The qualification will bridge the gap in the ever-changing healthcare sector where job roles and responsibilities are ever-changing. Healthcare organisations which include community health centres, long-term care facilities, and medical practices need their non-clinical healthcare workers to work as part of a high-functioning medical team which calls for trained healthcare workers (HealthCare needs, 2017).

    The typical learner will endeavour to work in non-clinical and assist in clinical support. Clinical support includes being a ward or unit orderly to assist nurses and other healthcare workers in their functions.
    Non-clinical roles include medical billers and coders, transcriptionists, hospital executives, receptionists, and anyone who works behind the scenes at a hospital such as human resources, IT, biomedical technicians, and administrative assistants (Santiago, 2020:1). Some of the career opportunities that will be available to the learner include and are not limited:
  • Medical Administrator.
  • Healthcare Admission Clerk.
  • Hospital Administrator.
  • Healthcare Administrative Assistant.
  • Medical Aid Administrator.
  • Hospital Management Secretary.
  • Human Resource Clerk.
  • Healthcare Ward Secretary.

    A substantial shortage of qualified healthcare professionals in Africa continues. The need for sector-specific healthcare management training has become more necessary than ever. The qualification will develop management skills, improve the delivery of healthcare services, and foster good administration.

    The qualification aims to provide learners with the necessary theoretical knowledge and critical skills required to help organisations reach their strategic objectives in healthcare management. In addition, the qualification aims to provide learners with a paradigm for achieving a practical understanding of healthcare management concepts which is executed with the chosen managerial and administrative styles. It is anticipated that successful graduates will seek employment in hospitals, health agencies, health centres, health systems, quality-improvement organisations, or consulting firms that can directly assist or indirectly support qualified personnel in carrying out functions whilst others can assist in administration. (HealthCare needs, 2017). 
    		•

    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:
  • 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.
    Or
  • Senior Certificate, NQF Level 4 without endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

    Compulsory Modules, Level 5, 120 credits.
  • Contemporary Issues in South African Healthcare Service, 20 Credits.
  • Ethical Responsibility in Healthcare Service Delivery, 20 Credits.
  • Management and Leadership Principles in Healthcare Services, 20 Credits.
  • Quality Management in Healthcare Services, 20 Credits.
  • Planning and Policy in Healthcare Institutions, 20 Credits.
  • Introduction to Health Economics, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of healthcare management concepts in a healthcare environment and legal framework.
    2. Apply the concepts of healthcare economics with an understanding of cost reduction strategies and components of the pharmacoeconomic evaluation methods.
    3. Develop an understanding of ethics in healthcare practices.
    4. Relate management and administrative principles and practices in healthcare diversity and inclusivity of all stakeholders in the healthcare sector.
    5. Demonstrate knowledge of principles and processes for optimal quality healthcare service delivery.
    6. Demonstrate knowledge of planning and policy in healthcare for informed and optimal service delivery in healthcare service. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Compare healthcare management concepts to gain the appropriate and necessary understanding of the healthcare environment.
  • Discuss contemporary healthcare management concepts and characteristics of historical practices to understand organisational dynamics and behaviours.
  • Examine the contemporary healthcare regulatory environment to understand the healthcare sector's legal framework.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explore fundamentals of healthcare economics to demonstrate knowledge concepts to real-time healthcare challenges.
  • Explore the healthcare manager's role in healthcare economics for responsiveness to timeously intervene and lessen workplace problems.
  • Evaluate components of pharmacoeconomic in order to compare the cost and consequences of drug therapy to the healthcare systems and society.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Compare historical and contemporary ethics to understand changes over time in ethical principles and terminology.
  • Explore historical and contemporary ethics and show an understanding of the use of appropriate ethical principles in the healthcare environment.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Compare management and administrative principles and practices to understand and differentiate between relevant management and administrative terminology.
  • Discuss the influence of cultural and racial diversity factors on management and administrative practices to manage and provide an effective positive work environment in a healthcare organisation.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assess applicable terminology, principles, and processes in healthcare for optimal service delivery by understanding and describing these processes.
  • Explore and understand challenges in the quality of healthcare gained to effectively restore service delivery.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Describe the processes and styles of planning in healthcare to achieve optimal service delivery.
  • Discuss concepts of healthcare policies and policy formulation to demonstrate a sound understanding of policy development in the healthcare sector.

    Integrated Assessment
    The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and a limited number of outcomes.

    Formative assessment:
    Formative assessment consists of knowledge checks, reflective assessments and learning community assessments. Formative assessment activities include but are not limited to:
  • Multiple Choice Questions (MCQs)
  • Matching Columns
  • Short Essay
  • Project (to encourage real-world skills of collaboration, problem-solving, decision-making, and communication.

    Summative assessment:
    Summative assessment consists of examinations or equivalent assessments such as a research essay or portfolio to determine a representative selection of the outcomes practised and assessed in the formative stage. The summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

    Summative assessment consists of projects, a pen/paper exam, and a portfolio of evidence. Knowledge checks may comprise matching columns, multiple-choice questions, true and false and drag and drop assessment methods. Reflective assessments may consist of a short essay, long essay/case studies and posting comments/peer review. Synoptic assessment may consist of projects, a pen/paper exam, and a portfolio of evidence. An explanation is provided for each assessment type and method as applicable. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United States of America
    Institution: Cornell University
    Name of Qualification: Healthcare Management Cornell Certificate Program
    Duration: Four months

    Purpose of Qualification:
    This qualification is aimed at giving doctors, nurses, and other healthcare professionals the basic knowledge and skills needed to manage people and programmes efficiently and within the bounds of government regulations.

    Learning Outcomes:
    The learner will be able to:
  • Manage cross-disciplinary teams effectively to hit organisational objectives/goals.
  • Analyse financial statements to assess the financial stability and progress of an organisation.
  • Apply standard financial ratios to financial data to make strategic decisions.
  • Use a systematic analysis to assess the impact of proposed purchases or services.
  • Apply the principles of service marketing to healthcare organisations.
  • Add value to patient and payer relationships through the application of marketing principles.
  • Determine economic strategies suited to the dynamics of healthcare.
  • Apply best practices in cost accounting to improve the profitability of a healthcare unit or organisation.
  • Select a budgeting approach and develop budget estimates.
  • Consider quality expectations and standards relevant to healthcare facilities.
  • Implement inpatient and outpatient performance measures defined by reimbursement providers and regulators.
  • Prepare to implement guidelines and practices that meet healthcare and labour regulations.

    Content:
  • Managing people in a healthcare setting compares with Management and Leadership Principles in Healthcare Services in SA qualification.
  • Assessing your organisation's finances compares with Ethical Responsibility in Healthcare Service Delivery in SA qualification.
  • Planning healthcare investment finances compares with Ethical Responsibility in Healthcare Service Delivery in SA qualification.
  • Addressing healthcare economics compares with Introduction to Health Economics in SA qualification.
  • Guiding your organisation's costs and budgets compares with Ethical Responsibility in Healthcare Service Delivery in SA qualification.
  • Improving quality and performance of healthcare services compares with Quality Management in Healthcare Services in SA qualification.
  • Navigating the healthcare regulatory environment compares with Planning and Policy in Healthcare Institutions in SA qualification.

    Similarities:
  • The purpose of the Cornell University (CU) and the South African (SA) B qualifications is to ensure that the healthcare professionals attain the management and operation knowledge of the healthcare organisation, and both focus on the management, economics, operation, and regulatory environment of the health-care sector.
  • Both qualifications are using E-Learning as a medium of delivering the qualification.

    Differences:
    The difference between both qualifications is the duration. At Cornell University majority of the modules can be done within a month and do not make the notional hours required for a one-year qualification, whereas the South African qualification includes 6 modules with each carrying a credit value of 20, and the total notional hour for the qualification is 1200 hours, which is 120 credits to be completed for a yearlong study.

    Country: Ireland
    Institution: Institute of Public Administration
    Name of Qualification: Certificate in Health Services
    Duration: One-year full time
    Entry Requirements
  • Applicants require a Leaving Certificate with a minimum grade C in two higher-level papers and grade D in four other subjects. The papers passed must include Irish, English and a third language.
    Or
  • Mature Learners (Learners over 21 on January 1 of the calendar year of entry) may enter a programme without the above qualifications.

    Purpose/Rationale:
    The purpose of the qualification is to broaden learners' understanding of various aspects of the service and recent changes in healthcare; assist employees from other health systems who need to understand how the Irish health system is structured and how it works; in addition; to those learners who work for agencies with links to the health service (e.g. voluntary agencies, personal and social services) and who wish to familiarise themselves with the health system.

    This Certificate is ideally suited to:
  • Those working in the health service who need to broaden their understanding of various aspects of the service and recent changes
  • Staff from other health systems who need to understand how the Irish health system is structured and how it works
  • Those working for agencies with links to the health service (e.g., voluntary agencies, personal and social services) and who wish to familiarise themselves with the health system.
  • Past Learners have included staff of all disciplines working in the Irish health service: medical and administrative staff, allied health professionals, nursing grades and others working within the sector.

    Learning Outcomes:
    Upon the completion of the qualification, qualifying learners will be able to:
  • Have broadened understanding of various aspects of the service and recent changes.
  • Understand how the Irish health system is structured and how it works for employees from other health systems.
  • Familiarise themselves with the health system for those working for agencies with links to the health service (e.g., voluntary agencies, personal and social services).

    Content:
  • The Historical Development of the Irish Health System compares with Contemporary Issues in South African Healthcare Service in SA qualification.
  • Service Delivery compares with Ethical Responsibility in Healthcare Service Delivery in SA qualification.
  • Key Stakeholders in the Irish Health System

    Similarities:
    The Irish and South African qualifications are both offered in one year. The focus area for both qualifications is to impart managerial and regulatory framework knowledge to healthcare professionals to empower them with the necessary skills on the administrative side of healthcare organisations. Both qualifications are offered in distance learning mode.

    Differences:
    The difference between the two qualifications is the structure. The South African qualification is structured with six modules in a year with three modules per semester, and the Irish qualification consists of three courses. In addition, the admission requirements for the South African qualification are based on a National Certificate and a level 4 qualification. However, the Irish qualification's admission requirement is a Leaving Certificate with a minimum grade C in two higher-level papers and grade D in four other subjects. The papers passed must include Irish, English and a third language.

    Country: United Kingdom
    Institution: NEBOSH
    Name of Qualification: National Certificate in the Management of Health and Well-being at Work

    Purpose of Qualification:
    The qualification is designed to provide the skills and knowledge required to tackle health and well-being at work; achieve productivity gains, reduce absence, and provide a better place to work. The qualification emphasises practical management solutions to workplace health to enable managers to understand how these contribute to the prevention of ill health and promote rehabilitation.
    It is suitable for general managers, supervisors, HR managers, and safety professionals (rather than occupational health practitioners), who have responsibility for, or involvement in, the health and well-being of employees as part of their day-to-day duties.

    Learning Outcomes:
  • Identifying risks to health at work.
  • Learning how to manage sickness absence and implement a return-to-work programme.
  • Management of people with musculoskeletal disorders.
  • Dealing with mental ill-health at work.
  • Equality Act and fitness for work.
  • Management of substance misuse in the workplace.

    Similarities:
  • The NEBOSH and the South African (SA) qualifications are offered in one-year full-time study.
  • The NEBOSH qualification has been accredited and credit rated by the Scottish Qualifications Authority (SQA) and sits in the Scottish Credit and Qualifications Framework (SCQF) similar to the SA qualification which is registered at NQF level 5 of the SANQF.
  • Both the purpose and the qualifications aim to empower healthcare professionals with managerial skills and operational knowledge to manage healthcare organisations.
  • Both qualifications are assessed by written examination and a practical assessment based on the identification of workplace health and well-being issues.

    Differences:
  • The NEBOSH qualification has no entry requirements; however, learners must have a suitable standard of English language to understand and articulate the concepts contained in the syllabus whereas the SA qualification requires completion of the secondary school qualifications or equivalent.
  • NEBOSH recommends that candidates undertaking this qualification should reach a minimum standard of English equivalent to an International English Language Testing System (IELTS) score of 6.0 or higher in IELTS tests.
  • The structure and modules offered in both qualifications are different as NEBOSH only offers two modules whereas the South African qualification has six modules offered in two semesters with three modules in each semester. 
    		•

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

    Horizontal Articulation:
  • Higher Certificate in Business Management, NQF Level 5.
  • Higher Certificate in Human Resources Management, NQF Level 5.
  • Higher Certificate in Accounting, NQF Level 5.

    Vertical Articulation:
  • Diploma in Business Management, NQF level 6.
  • Diploma in Human Resource Management, NQF Level 6.
  • Diploma in Supply Chain Management, NQF Level 6.
  • Diploma in Entrepreneurship, NQF Level 6
  • Bachelor of Business Administration, NQF Level 7.
  • Bachelor of Commerce in Entrepreneurship, NQF Level 7.
  • Bachelor of Commerce in Financial Management, NQF Level 7.
  • Bachelor of Commerce in Human Resource Management, NQF Level 7.
  • Bachelor of Commerce in Supply Chain Management, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. MANCOSA Pty (Ltd) 


    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.