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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Primary Care Nursing 
SAQA QUAL ID QUALIFICATION TITLE
123222  Postgraduate Diploma in Primary Care Nursing 
ORIGINATOR
University of Pretoria 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  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 Postgraduate Diploma in Primary Care Nursing is to strengthen and deepen the learner's knowledge and practice as a speciality. This qualification will be offered to learners who will provide specialised health care to communities on primary, secondary and tertiary prevention levels. Learners who complete this qualification will be able to adopt a new strategy for health provision according to the World Health Organization (WHO) to ensure universal access to health services by all. The unequal access to health services is the reason for the National Health Service (NHS) to adopt standards for National Health Insurance (NHI) to avert skewed budget allocation that favoured the working class and those who subscribe to medical schemes and excluded the poor and vulnerable population. The NHI model needs a Primary Health Care (PHC) clinician to lead the ward-based teams for health promotion and disease prevention nationally (NHI).

This qualification integrates the determinants of health, socio-cultural milieu, pathophysiology, pharmacology, and ethical principles that inform the PHC practice. Thus, the learners will be a culturally sensitive, dynamic practitioner who observes all patients as individuals who are members of families and communities with specific needs. The learners will be able to use the research process and epidemiological processes in disease prevention and health promotion in communities. This qualification is to be offered to learners who will provide specialised health care to communities on primary, secondary, and tertiary prevention levels.

Qualifying learners will be leaders in community-based services for health promotion, assessment, diagnosis and care to curb the burden of diseases in the community. The acquired clinical skills will enable the learner to conduct, an assessment of patients, diagnose, plan and manage the diagnosis/es of the patient.

Upon completion of this qualification, qualifying learners will be able to:
  • Demonstrate advanced knowledge of primary care nursing and assessment skills in a variety of clinical settings to promote health outcomes.
  • Render and independently coordinate comprehensive primary care nursing to patients in a variety of healthcare settings to promote healthcare outcomes.
  • Apply scientific knowledge and principles of the systematic review and guideline development process to evaluate and review the standard of guidelines used in primary care nursing.
  • Apply principles of evidence-based care to ensure quality in primary care nursing.
  • Implement and coordinate strategies to develop self, peers and the community by promoting self-directedness through a process of precepting and mentoring.
  • Manage primary care services by implementing effective medico-legal hazards, norms, practices and standards within a transdisciplinary team (SANC 2018).

    Rationale:
    A range of changes in the higher education and healthcare scenarios lead to the reconstruction and revitalisation of nursing education and training in South Africa. These changes include policy directives from the Department of Health, the South African Nursing Council and the Department of Higher Education and Training, which require nursing training to become aligned with the prescripts of the Higher Education Act, 1997 (Act 101 of 1997) and the Higher Education Qualification Sub-Framework (HEQSF). The published qualification framework by the Department of Higher Education and Training has prompted the university to register the qualification to be aligned with the professional development of healthcare providers and lecturers in both public and private universities.

    The purpose of this qualification is to enable the learners to provide specialised health care to communities on primary, secondary and tertiary prevention levels.
    This online qualification will be developed according to the Higher Education Qualifications Sub-Framework, qualification descriptors (HEQSF, 2013), with modules being designed and developed for a fully online distance modality. It will also be aligned with the guidelines provided by the South African Nursing Council (SANC).

    The qualification is developed through a partnership of the Department of Nursing Sciences with Higher Education Partners South Africa (HEPSA) learning designers and the Unit of Comprehensive Online Education Services' (COES) learning designers. Work Integrated Learning (WIL) is an important aspect of this qualification and has been integrated into modules to equip learners with the needed experience and skills.

    The SANC as a statutory body developed the qualification in consultation with the Forum of University Nursing Deans of South Africa (FUNDISA), Certified Public Accountants (CPAs) and private nursing colleges. The curriculum is intended to complement the National Health Insurance (NHI) model, which is to:
  • Attain specific SDGs related to primary health care (PHC).
  • Ensure patient safety based on task shifting.
  • The learners after completion will be employable.
  • Primary health care nurse clinicians.
  • Operational nursing managers in primary health care (PHC) settings.
  • Research assistants.
  • School health nurse.
  • Occupational health nurse.
  • Lecturers of primary health care (PHC).

    The shortage of primary care nurses in primary health care facilities for the provision of nursing care and mentoring of learners in clinical settings is widely reported in South Africa. The demand for these specialist nurses has increased over the past few years while the production of nursing personnel is steadily shrinking.

    The need for primary care nursing specialists stretches across primary, secondary and tertiary care in public and private healthcare, nationally and internationally. Primary care nursing specialists can contribute to policy development, leadership and management, training in the workplace, continuous professional development and quality of clinical nursing care of patients across the lifespan continuum. Their contribution might in turn improve health outcomes of patients across life span and their families, in reduction of mortality and morbidity. Hence, reducing the burden of disease on communities. The need is further emphasized by the number of enquiries from prospective learners interested in specializing in primary care nursing.

    This qualification is designed to accommodate professional nurses interested in specializing in primary care nursing and will be employed as such in primary healthcare e.g. as part of the district teams or at primary care facilities, in secondary and tertiary healthcare e.g. in supervisory or managerial positions in primary health care facilities), in private healthcare (e.g. own practice, private clinics or private hospitals, in policy-making such as governmental structures related to primary care nursing, or in leadership positions such as voluntary associations or institutions benefitting the whole community. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Potential students can be admitted to the PGDip (Primary Care Nursing) through recognition of prior learning in accordance with the Institution's Policy on the Recognition of Prior Learning. The institution ensures that its RPL activities adhere to the CHE's integrated policy on RPL, CAT and Assessment in Higher Education, developed and published in August 2016 following the finalisation of SAQA's RPL and CAT Policies in 2014 and the Department of Higher Education and Training's (DHET) Policy on RPL in 2016.

    It is important to note that the only requirement for students to enrol in this programme will be that they are registered with the professional body as a professional nurse with community nursing science (level 7) and midwifery (level 7) qualifications. No other submission, work experience or portfolio shall provide any access to potential students.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Nursing, NQF Level 7.
    Or
  • Bachelor of Nursing Science in Education, Management and Community, NQF Level 7.
    Or
  • Advanced Diploma in Critical Care Nursing, NQF Level 7.
    Or
  • Advanced Diploma in Trauma and Emergency Nursing, NQF Level 7.
    And
  • Registration with the South African Nursing Council (SANC).
    And
  • At least one year of work experience as a professional nurse, excluding community. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 8 totalling 120 Credits.

    Compulsory Modules, Level 8, 120 Credits:
  • Research in Nursing, 8 Credits.
  • Research application in nursing practice, 8 Credits.
  • Ethics and leadership in nursing, 8 Credits.
  • Foundation in Primary Care Nursing, 12 Credits.
  • Contemporary trends in primary care nursing, 12 Credits.
  • Primary care nursing of communicable conditions in adults, 12 Credits.
  • Primary care nursing of communicable conditions in children, 12 Credits.
  • Primary care nursing of non-communicable conditions in adults, 12 Credits.
  • Primary care nursing of non-communicable conditions in children,12 Credits.
  • Reproductive health, gender issues, special needs and emergencies in adults, 12 Credits.
  • Reproductive health, gender issues, special needs and emergencies in children, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Practice and facilitate specialist nursing within the ethical-legal parameters of the profession.
    2 Apply the knowledge of evidence-based practice, to solve contextual problems and develop policies and guidelines.
    3. Appraise and develop self, and peers by facilitating self-directedness or leadership and lifelong learning to maintain competence.
    4. Facilitate advocacy for the profession and provision of specialist professional support for personnel, patients or clients, families and communities.
    5. Engage in planning, commissioning and managing a specialist unit, an educational entity or a health service.
    6. Engage in scholarly activities to inform evidence-based practice, education or management.
    7. Utilise, manage and communicate data to support decision-making and research.
    8. Render and co-ordinate patient-centred specialist nursing practice within a continuum of care using the scientific approach, integrating biomedical and psychosocial sciences including advanced pharmacology.
    9. Mobilize appropriate resources to implement standards of practice relevant to the area of specialization, to ensure quality patient care and safety.
    10. Collaborate within the inter- and intra-professional team by engaging in health dialogue, shared leadership, decision making and sound clinical judgement.
    11. Participate in the design, development, implementation and evaluation of nursing policies.
    12. Develop and implement institutional policies, protocols, and guidelines in primary care nursing, utilizing the process of change management in the improvement of quality of care. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply personal attributes and behaviour to the relevant code of ethics in the practice of primary care nursing.
  • Critically apply decision-making, and moral reasoning models and principles to make clinical judgements and resolve ethical dilemmas within the specialist practice.
  • Account for own professional judgement, actions, and outcomes of specialist care, provided and continued.
  • Identify and apply the relevant current legislation, policies, regulations and guidelines pertaining to specialists in primary care nursing.
  • Accurately document all care activities comprehensively and timeously considering the legal requirements for record keeping.
  • Illustrate knowledge of the primary care nursing specialist's role in the management of Professional misconduct and risks taking into consideration the institutional protocols, protocols and ethical-legal framework.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply an understanding of process evidence-based practice.
  • Apply evidence-based specialist practice and take into consideration the appropriate methodology of gathering evidence for practice, for example, systematic or scoping reviews, appraisal of articles, practice-based research and publication.
  • Utilize evidence-based practice to illustrate knowledge of and critical analysis of the various levels of evidence.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply appropriate leadership skills and leadership styles, principles and theories of health services management.
  • Effectively facilitate Continuous Professional Development (CPD) for self and others for lifelong learning by creating a positive learning climate in the workplace through the processes of mentorship, preceptorship, supervision, performance appraisal, etc.
  • Engage in performance appraisal to understand the purpose and processes of the performance management and development system.
  • Utilise feedback gained from self-reflection, peers, learners, management and other relevant stakeholders to improve effectiveness in the specialist role.
  • Illustrate an understanding of the various risk factors that impact health and wellness within the workplace and apply strategies to care for self, peers, employees and learners.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Exhibit understanding of the purpose of the advocacy role for a primary care nursing specialist practice.
  • Apply advocacy principles to ensure safe and quality care in primary care nursing.
  • Utilize appropriate communication skills and channels in facilitating advocacy.
  • Lobby and or participate in interest groups to influence legislation and policy affecting the role performance.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply understanding of levels and or classification of the respective specialist units, and health services.
  • Commission tasks and take into consideration the burden of diseases and priority services as determined by current events.
  • Engage in planning and commissioning and apply an understanding of the role and responsibilities in this task within the inter and intra-professional team.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Practice in the respective specialisations and evaluate knowledge of appropriate search engines and databases for review of literature to inform evidence-based practice.
  • Examine appropriate methods used to generate evidence for utilisation in specialist practice e.g. research, and systematic reviews in primary care nursing.
  • Illustrate awareness of the peer-reviewed journals and use them for sharing of evidence.
  • Actively participates in inter and intra-professional dialogues, debates or discourses in quality improvement.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Document all data or information gathered in the context of the specialist practice, education and health services for utilisation and storage in accordance with the set standards.
  • Utilize comprehensive data, information and emerging evidence pertinent to the respective specialist practice.
  • Gather and critically analyse problem identification, diagnoses and opportunities for improvement based on assessment data from the patients or clients, families, communities, learners or employees including current scientific evidence documentation.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Illustrate an understanding of the position of own specialist service within the health care system.
  • Be conversant in the full range of services within primary care nursing.
  • Render specialist care that is promotive, preventive, curative, rehabilitative and palliative care in a healthcare continuum.
  • Apply knowledge, skill and attitudes involved in rendering specialist care in accordance with national and international standards and protocols of the specialist field.
  • Formulate primary care nursing diagnoses congruent with the patient's/client's clinical manifestations/data and are based on accurate analysis and interpretation of data obtained from scientific, laboratory, diagnostic, technological and psycho-sociocultural assessment including consultation of relevant/current literature or evidence.
  • Plan primary care nursing interventions for patient's or client's needs, values, beliefs, preferences, culture and contextual variables, for example, disease burden, health risks, national priorities, etc.
  • Plan primary care nursing interventions based on formulated nursing diagnoses, and application of specialised knowledge and skills competencies including advanced pharmacology in collaboration with the inter and intra-professional team.
  • Effectively implement primary care interventions timeously, accurately, and safely in accordance with set evidenced-based standards, guidelines, protocols, algorithms etc.
  • Project healthcare interventions in collaboration with the patient or client, family and relevant members of the healthcare team.
  • Document and revise timeously and effectively primary care nursing interventions based on critical analysis of the monitoring and evaluation data and reaching a sound clinical judgement.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Apply an understanding of the infrastructure and equipment needed in primary care nursing.
  • Render care to operate and monitor the equipment used in primary care nursing.
  • Sound asset management principles are employed to ensure appropriate, adequate, well maintained and up-to-date equipment.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Identify, share and collaboratively solve problems in primary care nursing by applying informed decisions and sound clinical judgement.
  • Carry out appropriate patient referrals timeously as dictated by the patient's condition and in accordance with the referral guidelines.
  • Promote, and participate in the inter- and intra- professional team recognised by the members of the team.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Effectively participate in the development of policies, qualifications and projects that illustrate understanding of the steps in and or levels of the development of policies, qualifications and projects.
  • Participate in project and policy development that illustrate knowledge of own role and responsibilities within the inter and intra-professional policy or project team.
  • Engage in policy development, and project development that illustrates advocacy for the nursing profession and patients/clients, families and communities in primary care nursing.
  • Participate in project development including appropriate communication negotiation, bargaining, assertiveness, persuasion, etc.
  • Provide adequate feedback to relevant stakeholders as necessary.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Display knowledge of understanding of the process and or steps of development of policies, standards, guidelines and protocols.
  • Apply the process of development of policies, standards, protocols and guidelines involves the relevant and pre-determined stakeholders.
  • Evaluate the process of development and testing of guidelines and protocols using the appropriate methods.
  • Implement the new policies, protocols and guidelines in primary care nursing while illustrating understanding and application of the change process.
  • Develop policies, protocols and guidelines that are collaboratively revised at appropriate intervals and approved as per the institutional policy for primary care nursing. 
    		•

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

    Country: Australia
    Country: University of Melbourne (UM)
    Qualification title: Postgraduate Diploma in Primary Health Care
    Duration 12 months fulltime
    Credits: 100 credit points

    Entry requirements
    Applicants for the Postgraduate Diploma are selected from:
  • Australian or overseas qualified nurses who hold a 3-year degree or diploma of nursing or approved equivalent AND have at least one (1) year of professional experience in a clinical setting.
  • All enrolled Learners are required to have the following:
  • National Division 1 Registration Police record check Working with Children Check Current CPR Certificate (** required for Immunisation and Travel Health subject).

    Purpose/rationale
    The Postgraduate Diploma in Primary Care Nursing is a tailored qualification for nurses working in a primary care setting that delivers comprehensive and evidence-based education in chronic disease, prevention, quality systems and safety, women's health, mental health or youth health. The qualification also teaches strategies for health promotion, risk management and advanced nursing practice. Commonwealth government policy priorities in primary health care include an enhanced role for the practice nurse and this has been recognised in the course subjects. This qualification is delivered by flexible education (distance, online and face-to-face).

    Qualification structure

    Modules:
  • Preventive Health Care.
  • Quality Systems and Safety.
  • Chronic Disease Management.
    Electives choose three subjects from the following.
  • Youth Health in Primary Care, comparable to Reproductive health, gender issues, special needs and emergencies in children.
  • Pregnancy Care in General Practice, comparable to Reproductive health, gender issues, special needs and emergencies in adults.
  • Evidence for Practice.
  • Significant Issues in Women's Health, comparable to Primary care nursing of non-communicable conditions in adults.
  • Applications of Clinical Pharmacology.
  • Immunisation and Travel Health.
  • Mental Health in Primary Care

    On completion of the Diploma in Primary Care Nursing learners should be able to:
  • Practice effectively patient-centred and preventive clinical care.
    > Contribute to effective teamwork and manage change and risk in the workplace.
  • Deliver safe and effective nursing care and case management to patients with chronic illness.
  • Provide an evidence-based approach to clinical care in a range of clinical areas of their choice that builds on their previous experience.

    Similarities:
  • University of Melbourne (UM) and South African (SA) qualifications are offered for one year full-time.
  • Both UM and SA qualifications require learners who completed a three-year degree in the related field and at least one (1) year of professional experience in a clinical setting.
  • Both UM and SA qualifications have comparable learning outcomes that enable learners to show competency in enhancing teamwork and handling change and risk at work.
  • UM and SA qualifications share similar modules such as Reproductive health, gender issues, special needs and emergencies in children, Primary care nursing of non-communicable conditions in adults and Reproductive health, gender issues, special needs and emergencies in adults.

    Difference:
  • The University of Melbourne (UM) qualification has 100 credits while the South African (SA) has 120 credits.
  • UM qualification is delivered by flexible education, distance, online and face-to-face, while the SA qualification is offered part-time.

    Country: United Kingdom
    Institution name: City University of London (CUL)
    Qualification title: PGDip Primary Care (Practice Nursing)
    Credits: 120
    Duration: One year.

    Entry requirement
  • You must be employed as a Practice Nurse, and this must be continuous for the duration of your qualification.
    And
  • You must have an honours undergraduate degree with either a First or 2.1 classification.
    And
    > We will need to see evidence that you have undertaken study in the past 5 years (including assessment results).

    Purpose/rationale
    The Post Graduate Diploma (PgDip) Primary Care (Practice Nursing) has been developed as a full-time or part-time qualification for registered nurses, who are employed as practice nurses. Primary care is experiencing an unprecedented cycle of change. Developments in structure, administration and roles all have implications for practitioners employed within this sector.

    Qualification structure
    Modules
  • Introduction to Research, comparable to Research in Nursing.
  • Public Health, Health, and Social Care Policy, comparable to Reproductive health, gender issues, special needs and emergencies in children.
  • Key Concepts in Practice Nursing, comparable to Research application in nursing practice.
    Elective modules
  • Diabetes Care.
  • Asthma/COPD.
  • Cervical Cytology
  • Key Concepts in Practice Nursing, comparable to Foundation in Primary Care Nursing.
  • Clinical Assessment in Primary and Community Nursing Care.
  • Introduction to Long-Term Condition.

    Upon completion of this qualification, qualifying learners will be able to:
  • Critically analyse and evaluate their own professional accountability in applying skills, knowledge and attitudes in making changes to your general practice environment.
    > Critically examine and evaluate the outcomes of their clinical practice by reflecting on and in practice.
  • Critically explore, evaluate and rationalise how changes within the NHS have impacted the care delivered within primary care, using reflective practice.
  • Demonstrate with the use of in-depth reflection how evidence-based practice can be used to underpin the delivery of your care within the general practice setting.
  • Critically appraise research and literature relating to practice and identify strategies for introducing and utilising the findings in practice.

    Assessment and Assessment Criteria
  • Both formative and summative assessments will be transparent throughout the practice nursing qualification.
    Formative assessment
    Formative feedback will be available on group/individual presentations and/or tutorial support.
    Summative assessment
    Summative assessment will integrate a variety of assessments, which will be dependent on the choice of optional modules including:
  • Essays.
  • Skills schedule.
  • An Exam.
  • Objective Structured Clinical Examination (OSCE).
  • Poster development and supporting paper.
  • Protocol development and a supporting paper.
  • A research proposal.

    Similarities:
  • City University of London (CUL) and South African (SA) qualifications are offered for one year.
  • Both CUL and SA qualifications have 120 credits.
  • Both CUL and SA qualifications assess learners through formative and summative assessment method which includes, Essays, research proposal and exams.
  • Both CUL and SA qualifications share similar qualification outcomes which will provide learners with the ability to demonstrate and critically explore, evaluate and rationalise how changes within the NHS have impacted the care delivered within primary care, using reflective practice.
  • CUL and SA qualifications share similar modules such, as Introduction to Research, Public Health, Health, and Social Care Policy, Key Concepts in Practice Nursing, and Key Concepts in Practice Nursing.
  • Both the CUL and SA qualifications share a similar purpose, they are offered to registered nurses, who are currently working as general practice nurses and wish to develop their skills and progress their careers.

    Differences:
    The CUL qualification has core and elective modules whereas the SA qualification only offers core modules. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Nursing Honours, NQF Level 8.
  • Postgraduate Diploma in Interdisciplinary Pain Management, NQF Level 8.
  • Postgraduate Diploma in Clinical Forensic Medicine, NQF Level 8.

    Vertical Articulation:
  • Master of Nursing in Community Health, NQF Level 9.
  • Master of Nursing in Health Services Management, NQF Level 9.
  • Master of Nursing Science in Nursing Administration, NQF Level 9.
  • Master of Health Sciences in Nursing, NQF Level 9.
  • Master of Nursing, NQF Level 9.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    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. University of Pretoria 


    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.