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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Health Care Administration and Management 
SAQA QUAL ID QUALIFICATION TITLE
123061  Advanced Diploma in Health Care Administration and Management 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced 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 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0628/24  2024-11-21  2027-11-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-11-21   2031-11-21  

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 Advanced Diploma in Health Care Administration and Management is for career change, providing health professionals and associate professionals with administrative and managerial skills, to be utilised in rendering quality health care administration and management in various settings in the related world of work. Informed by several exit-level outcomes, the qualification serves to provide learners with knowledge and skills in the current theory, practice, and methodology within the field of health care administration and management in South African contexts.
The qualification will produce learners with the requisite vocational knowledge and skills in health care administration and management and the ability to apply these throughout various health and related clinical settings in South Africa towards aiding the transformation of the socio-economic landscape of South Africa.

This qualification aims to allow for further articulation and strengthening and deepening of the learner's knowledge in the field of health care administration and management.

Upon completion of the qualification, qualifying learners will be able to:
  • Demonstrate detailed knowledge and application of risk and financial management principles.
  • Demonstrate the understanding and ability to implement management information systems.
  • Identify, evaluate and address learning needs in a self-directed manner, and facilitate collaborative learning processes related to the field of health care administration and management of human resources.
  • Utilise intra - and interpersonal life skills to facilitate relationships within personal and professional spheres.
  • Implement research principles, demonstrating ethical and responsible conduct in various health and/or clinical settings.

    The qualification provides vertical and horizontal articulation routes and access from lower levels in the NQF. Successful learners may articulate vertically to a postgraduate diploma in the cognate field of study.

    Rationale:
    This proposed qualification is informed by the need for managerial knowledge and skills amongst various health and related clinical professions as well as allied health care professions, widening access to higher education at levels beyond the entry-level qualifications in health and related clinical sciences and allied health care professions, and the provision of additional articulation routes in health and related clinical sciences and allied health sciences in fields of study with a diploma at the entry-level.

    The qualification will address a critical shortage in managerial knowledge and skills amongst various health and related clinical professions as well as allied healthcare professions. This qualification will address a specific niche in the labour market by providing healthcare professionals with the necessary knowledge and skills to develop, plan and manage healthcare operations and services within health and allied healthcare facilities across healthcare systems.
    It is envisaged that professionals and associate professionals in occupations such as nursing, health and related clinical professions, allied health professions, and learners in the process of completing outdated qualifications will seek access to the qualification for personal growth.

    Notably, departments within the Faculty of Health Sciences, comprising the Somatology, Dental Technology, Environmental Health, Pharmaceutical Sciences, and Nursing indicated the public relevance for the qualification as a much-needed intervention in efforts to address the failing regulatory state of public health administration and management in the government sector.
    The qualification prescripts also address and cater for the management and administration of the entire health spectrum within the health sector, ensuring relevance and upliftment of health service delivery. The qualification's impact will be well-managed health service with tangible improvement in the management and administration of health service delivery both in the private, local and national spheres, this is in line with national health goals and policies. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    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.

    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:
  • Diploma in Management, NQF Level 6.
    Or
  • Diploma in Administration, NQF Level 6.
    Or
  • Diploma in a cognate field, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 120 Credits.

    Compulsory Modules, NQF Leve 7, totalling 96 Credits
  • Business Management in the Health Professions, 24 Credits.
  • Risk and Financial Management, 18 Credits.
  • Human Resource Management, 12 Credits.
  • Health Care Ethics, 12 Credits.
  • Research Methodology, 12 Credits.
  • Health Care Administration and Management Project, 18 Credits.

    Elective Modules, NQF Level 7, totalling 24 Credits, (Select one)
  • Health Care Operations and Services Administration and Management, 24 Credits.
  • Heath Care Facilities Administration and Management, 24 Credits.
  • Health Care Management Information Systems, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate integrated knowledge of the central areas of health care administration and management.
    2. Demonstrate an understanding of a range of methods of enquiry in health care administration and management, and their suitability to specific investigations; and an ability to select and apply a range of methods to resolve problems or introduce change within the practice of health care administration and management.
    3. Demonstrate an ability to identify, analyse, evaluate, critically reflect on and address complex problems.
    4. Communicate and manage processes in unfamiliar and variable contexts, recognising that problem-solving is context- and system-bound.
    5. Identify, evaluate and address learning needs in a self-directed manner, and facilitate collaborative learning processes related to the field of health care administration and management.
    6. Demonstrate an ability to make decisions and act ethically and professionally, and justify those decisions and actions by drawing on appropriate ethical values and approaches.
    7. Demonstrate an ability to take full responsibility for his or her work, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1.
  • Evaluate different types of knowledge and explanations typical within the areas of planning, business management, financial management, public relations, human resources management, health care systems operation and management, health care resource allocation and policy making.
  • Apply knowledge of specific types of health care services, health law and regulations.
  • Develop, plan and manage health care operations and services, applying the knowledge and skills gained from all knowledge areas.

    Associated Assessment Criteria for Exit Level Outcomes 2.
  • Manage and monitor a health care operation and service by applying techniques relevant to the management of a health care centre.
  • Identify and analyse the risks of managing a healthcare operation and service.
  • Enforce relevant healthcare legislation to ensure integrity
  • Apply legislation relevant to the health care operation and service field.

    Associated Assessment Criteria for Exit Level Outcomes 3.
  • Apply evidence-based, tangible solutions and theory-driven arguments concerning health care administration and management legislature.
  • Discharge managerial functions at service centres.
  • Communicate financial management to improve healthcare administration and management which can foster economic growth and social cohesion.

    Associated Assessment Criteria for Exit Level Outcomes 4.
  • Apply scientific language and nomenclature in a clear and concise manner, giving and receiving feedback appropriate to unfamiliar and variable contexts.
  • Communicate instructional information and study material in a variety of ways, with special emphasis on peer-reviewed scientific literature.
  • Apply appropriate academic and professional conventions, formats and technologies, in varied fields of health care administration and management.

    Associated Assessment Criteria for Exit Level Outcomes 5.
  • Plan collaborative networking relevant to the maintenance of infrastructure and equipment commensurate with contemporary health care administration and management principles > Analyse how you spend your time and identify what strategies to use to deal with "time robbers.
  • Design, implement and evaluate comprehensive and participatory healthcare qualifications to address contemporary needs

    Associated Assessment Criteria for Exit Level Outcomes 6.
  • Approach and manage ethical and organizational dilemmas in line with professional, and industrial standards and guidelines.
  • Employ special consideration for organisational behaviour when interacting with people, and communities.
  • Display an awareness of the complexity of ethical dilemmas within an organisational or professional context.

    Associated Assessment Criteria for Exit Level Outcomes 7.
  • Account and take full responsibility for solving problems based on evidence and procedures.
  • Refer peer conduct and accountability to relevant organisational structures.
  • Participate actively in informal and formal teaching and training of peers, workers and others.

    INTEGRATED ASSESSMENT
    The overall assessment strategy is that of integrated assessment which is evident in the approach to the assessment of applied competence. Applied competence is understood as the learners' ability to integrate concepts, ideas and actions in authentic, real-life contexts; the assessment of which is broken down into the assessment of foundational, practical and reflexive competence where:
    Foundational competence is the demonstrated understanding of what the learner does and why (s)he does it. Practical competence is the demonstrated ability to perform a set of tasks and actions in authentic contexts.
    Reflexive competence is the demonstrated ability to integrate learners' performances with their understanding so that they are able to adapt to changed circumstances and explain the reason behind these adaptations.

    Integrated assessment further implies a planned combination of formative and summative assessment strategies with varying ratios, depending on the level (year) of study where: formative assessment implies being supportive to learning, non-judgmental and focused on providing constructive feedback or criticism to the learner, takes place during the learning process and informs planning of future learning activities, and

    All modules are assessed in a non-examination termination mode of assessment. There is no specific final or year-end examination in modules assessed in a non-examination termination mode. In all modules, between four and six assessments are conducted, of which the final assessment needs to be an integrated assessment
    A variety of assessment methods are used in the modules, such as:
  • Assignments
  • Reports
  • Projects
  • Tests
  • Presentations
  • Case studies
  • Proposals and a project plan.

    Formative Assessment:
    Formative assessment will be used to inform learners about their progress on a continuous basis throughout the course of study. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to formative assessment. Marks collected from this evidence will be used for the sole purpose of learner and lecturer reflection, growth and development. Formative assessment will be used to support the learner developmentally and to provide feedback to all involved in the learning process about how learning and teaching can be improved. Throughout the qualification, formative assessment strategies will be used to ensure that exit-level outcomes are achieved, that any academic problems are addressed immediately, and that learners receive ongoing, structured feedback.
    Formative assessments will be a combination of:
  • Online discussions
  • Quizzes
  • Other online activities

    Summative assessments:
    Both formative and summative assessments will be used to support learning for this qualification.
    summative assessment implies assessment to be mainly concerned with summing up the learning process and therefore usually takes place at the end of the relevant learning process.
    All modules are regarded as exit-level modules and are therefore externally moderated. All external moderators are appointed by the Senate for a three-year period.
    The moderator moderates at least 50% of the assessment opportunities for all non-examination termination modules, which are assessed through a variety of assessment methods. On completion, the moderator will also complete a report and comment on the validity and reliability of the assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Canada
    Institution: The Canadian Career Education College
    Qualification title: Health Care Services Administration and Management Diploma
    Duration: One year

    Entry requirements:
  • High school diploma or equivalent
    Or
  • Mature Student Status

    Purpose/Rationale:
    Healthcare-focused diploma program allows healthcare professionals from outside North America to get training and skills in Health Administration to advance their careers into management roles.
    This one-year diploma qualification offers specialized medical administrative courses that teach computer and business skills, and the clinical knowledge necessary to become a valuable team member in a medical environment. Occupations may include dental office administrators, medical office administrators, family clinic administrators, hospitals, and similar key workplaces in the day-to-day operations of various medical facilities.
    Graduates find work in medical environments such as hospitals, clinics, dental and medical offices. They also work as administrators, and managers in the healthcare industry (i.e., hospitals, long-term care facilities, community-based agencies, the Ministry of Health, paramedic services, etc.).

    Course structure
    Modules:
  • Introduction to the Healthcare Environment
  • The Canadian Healthcare System - Past, Present, and Future Analysis
  • Leadership in Healthcare- Managerial Perspectives and Applications
  • Computer Literacy
  • Reflective Practice and Self-Care
  • Basics in Anatomy
  • Workflow Processes and the Patient Chart
  • Workplace Ethics & Responsibility, comparable with Health Care Ethics
  • Basics of Privacy & Cybersecurity Law
  • Basics of Privacy and Confidentiality
  • Career Management Principles, comparable with Business Management in the Health Professions.

    Similarities:
  • The Canadian Career Education College (TCEC) and the South African (SA) qualifications are both offered over a one-year period.
  • Both qualifications aim to offer learners opportunities to advance into managerial roles within the health sector.
  • Both qualifications share similar modules such as Career Management Principles, comparable with Business Management in the Health Professions and Workplace Ethics & Responsibility, comparable with Health Care Ethics.

    Differences:
  • The TCEC qualification accepts learners who have completed a high school diploma, whereas the SA qualification accepts learners who have completed a higher certificate or advanced certificate.

    Country: United Kingdom
    Institution: University of New England
    Qualification title: Undergraduate Certificate in Health and Social Care
    Duration: One year
    Credits: 24

    Entry requirements:
  • Year 12 (school or TAFE)

    An Undergraduate Certificate in Health and Social Care is specifically designed to develop learners' knowledge and skills as a contemporary, adaptable and self-aware health and social care practitioner.
    It covers key aspects of the field to prepare for work in the health and social care sector, or to enhance confidence and skills within an existing role. Additionally, learners can continue their learning journey with advanced standing towards a range of degrees or diplomas.

    The Undergraduate Certificate in Health and Social Care provides the opportunity to gain foundational skills in evidence-based, interdisciplinary practice within health and social care contexts.
    It is ideal for those currently working in the field and want to gain a tertiary qualification to complement their existing skills-based experience or consider a future career in health and social care.

    Course structure
    Modules:
  • Information and Evidence in Health and Social Care, comparable with Health Care Management Information Systems
  • Interprofessional Practice in Health and Social Care
  • Communication for Health Professionals
  • The Context of the Health and Community Services

    Learning Outcomes:
  • Develop knowledge and skills in finding and evaluating health-related evidence and information.
  • Develop professional identity alongside an appreciation of interprofessional practice.
  • Gain vital skills in self-reflection, professional self-awareness and communication, so they can feel confident to work in a variety of health and social care settings.
  • Learn about the health system including its key stakeholders and initiatives.
  • Gain an understanding of the social determinants of health and their role in the health outcomes of individuals and communities.

    Similarities:
  • The Undergraduate Certificate in Health and Social Care (UCHSC) and the South African (SA) qualification are both offered over one year.
  • Both qualifications share similar modules such as information systems, information and evidence.
  • The UCHSC qualification provides learners with the opportunity to gain foundational skills in evidence-based, interdisciplinary practice within health and social care contexts.
  • Similarly, the SA qualification aims at producing graduates with the requisite vocational knowledge and skills in health care administration and management.
  • The SA qualification learning outcomes include an ability to identify, evaluate and address learning needs in a self-directed manner, and to facilitate collaborative learning processes related to the field of health care administration and management.
  • Similarly, the UCHSC qualification will enable the learners to gain vital skills in self-reflection, professional self-awareness and communication, so they can feel confident to work in a variety of health and social care settings.

    Differences:
  • The UCHSC learners can continue their learning journey with advanced standing towards a range of degrees or diplomas.
  • Whereas, the SA qualification articulates into postgraduate studies. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for the following articulation options.
    Horizontal Articulation:
  • Advanced Diploma in Health Management, NQF Level 7.
  • Advanced Diploma in Construction Health and Safety, NQF Level 7.
  • Advanced Diploma in Health Services Management and Leadership, NQF Level 7.
  • Advanced Diploma in Occupational Health Nursing, NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Construction in Health and Safety Management, NQF Level 8.
  • Postgraduate Diploma in Health Care Management, NQF Level 8.
  • Bachelor of Health Sciences, NQF Level 8.
  • Bachelor of Health Sciences in Complementary Medicine, NQF Level 8.
  • Postgraduate Diploma in Health Promotion, NQF Level 8.

    Diagonal Articulation
  • Higher Occupational Certificate: Occupational Health and Safety Practitioner, NQF Level 5. 
    		•

    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. Tshwane University of Technology (TUT) 


    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.