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 Emergency Medical Care 
SAQA QUAL ID QUALIFICATION TITLE
124730  Higher Certificate in Emergency Medical Care 
ORIGINATOR
Nelson Mandela University 
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  Curative Health 
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 0434/25  2025-08-21  2028-08-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-08-21   2032-08-21  

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 Higher Certificate in Emergency Medical Care is to provide qualifying learners with the necessary knowledge, clinical skills and problem-solving abilities required in the field of pre-hospital emergency care within the South African context. The qualification will enable qualifying learners to register as emergency care assistants with the Health Professions Council of South Africa (HPCSA) and thus integrate the acquired cognitive knowledge and clinical skills into their work environment. The qualification will be conducted over one year and will be aligned to the scope of practice as laid out by the HPCSA, which will cover several clinical skills similar to those of the previous intermediate life-support certificate but with a few more clinical additions; however, this is still regarded as the entry level qualification of the three-tier system. The scope will, however, differ from that of the Diploma in Emergency Medical Care, which is a mid-level scope of practice.

The main purpose of this qualification is to address the previous issue of non-accredited emergency care qualifications, such as the Basic Ambulance Assistant certificate. It will enable the large number of practitioners who hold this training course an opportunity to obtain a Higher Education qualification, which will allow them to also progress to further higher education qualifications. With all short-course training having been discontinued, this qualification will serve as the entry-level qualification for those who wish to study emergency medical care but do not wish to enter the four-year Bachelor's degree.

The introduction of this qualification will result in numerous benefits for the South African community. It will produce more emergency care providers who are suitably qualified to address the current shortage as identified by the HPCSA, ensuring that patients are served by competent practitioners.

Upon completion of the qualification, a qualified learner will be able to:
  • Communicate effectively in the form of oral, written and electronic media to ensure the effective and appropriate flow of information needed for quality emergency care.
  • Explain the structure and function of Emergency Medical Service (EMS) systems in South Africa.
  • Describe the principles of medical ethics, professional behaviour and the legal framework within which the emergency care provider operates.
  • Establish health, wellness and safety for self and others in a simulated and clinical environment.
  • Explain human anatomy, physiology and bioprocesses of clinical emergency medical care in simulated or clinical scenarios.
  • Relate the principles of fundamental integrated sciences that underpin emergency care practices in a clinical simulation/environment.
  • Apply fundamental thinking to various simulated or clinical scenarios and clinical decision-making at an emergency care assistant level and scope of practice, either under direct or indirect supervision within the EMS environment.

    Rationale:
    The World Health Organization (WHO) identified the severity of the worldwide shortage of health care professionals. The international experience suggests that the assistant health workers have played an integral role in addressing human resource shortages and improving health care access and equity, especially in low- and middle-income countries, such as South Africa. A review of entry-level health workers found that they are a worldwide phenomenon, playing a variety of roles in both developed and developing countries. This forms part of a broader strategy to strengthen district health systems and extend health care coverage.

    The South African context is different and somewhat unique in that the emergency care profession has largely moved from a doctor-driven system towards a separate autonomous profession. This is evidenced by the fact that paramedics register with the HPCSA as independent practitioners, the same as doctors, and they are answerable to a separate and autonomous professional board.

    The HPCSA and the National Department of Health have since finalized the discontinuation of short-course training for emergency care providers throughout the country. Most emergency care training was presented utilizing the short course approach. The HPCSA recognised that the short course qualification failed to produce emergency care providers who were properly trained. Most of the current workforce within the emergency care profession does not have a formal qualification, which is in line with the NQF structure.

    The Higher Certificate in Emergency Medical Care is an entry-level qualification, aligned with the NQF structure (NQF 5, 120 credits), designed to produce entry-level emergency care providers who are clinical practitioners within the emergency medical care environment and will allow entry-level entry into emergency medical services, which is in line with the NECET policy.

    Learners who exit this qualification boast a full employment rate, partly due to the provincial and national need for Emergency Care Assistants. This dire need has been strongly emphasized by the Eastern Cape Department of Health.
    This qualification will foster mutually beneficial relationships with other training institutions that wish to offer this qualification as agents of the institution, and in doing so will contribute to the financial growth and long-term sustainability of the institution. By providing this qualification, the institution will support the National Department of Health's vision to improve health care by addressing the shortage of Emergency Care Providers currently experienced within the country. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Recognition of Prior Learning (RPL) policy of the institution will be adhered to in terms of procedural steps and reporting outcomes. The purpose of this RPL process is to widen access to the qualification.

    RPL for access:
    Applicants who do not meet the formal admission requirements may be considered for access if they are in possession of an Emergency Care-related short course with at least two years of clinical experience.

    Applicants may also be considered if they complete a portfolio of evidence based on a pre-defined number of reflective patient management cases undertaken by the applicant, a current competency assessment and or an interview with the departmental panel.

    RPL for credits:
    Learners who enrol for this qualification can obtain credits on a course-for-course basis for modules based on the assessment of courses with similar outcomes and the same credits previously obtained at another institution for a particular course that is not older than 8 years.

    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 132 Credits.

    Compulsory Modules, NQF Level 5, 132 Credits:
  • Foundations of Professional Practice, 10 Credits
  • Human Anatomy and Physiology, 24 Credits
  • Chemistry I, 10 Credits
  • Physics I, 10 Credits
  • Emergency Medical Care, 24 Credits
  • Clinical Practice, 24 Credits
  • Academic Writing, 10 Credits
  • Computer Literacy, 10 Credits
  • Mental Health and Wellness, 10 Credits 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate effectively in the form of oral, written and electronic media to ensure the effective and appropriate flow of information needed for quality emergency care.
    2. Explain the structure and function of Emergency Medical Service (EMS) systems in South Africa.
    3. Describe the principles of medical ethics, professional behaviour and the legal framework within which the emergency care provider operates.
    4. Establish health, wellness and safety for self and others in a simulated and clinical environment.
    5. Explain human anatomy, physiology and bioprocesses of clinical emergency medical care in simulated or clinical scenarios.
    6. Relate the principles of fundamental integrated sciences that underpin emergency care practices in a clinical simulation/environment.
    7. Apply fundamental thinking to various simulated or clinical scenarios and clinical decision-making at an emergency care assistant level and scope of practice, either under direct or indirect supervision within the EMS environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate the ability to make use of various modalities of communication, including digital and electronic media.
  • Engage in personal interactions with patients and colleagues appropriately, effectively, and clearly, with due respect.
  • Maintain confidentiality of patient information in all forms of communication.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Adhere to the regulations of the pre-hospital emergency care profession in South Africa.
  • Demonstrate an understanding of the EMS healthcare structure in South Africa.
  • Describe the historical development and evolution of EMS in South Africa.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate an understanding of ethical concepts of professionalism, focusing on patient- and peer interactions.
  • Adhere to the scope of practice and related clinical interactions aligned to the HPCSA in the clinical setting.
  • Apply fundamental ethical principles to simulated clinical cases.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Maintain operational fitness through exercise.
  • Utilise resources and equipment to perform operational duties.
  • Describe the anatomical structures and physiological functions within the body.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate the ability to integrate anatomy, physiology and pathology into patient management.
  • Identify and interpret pathophysiological changes in emergency scenarios.
  • Explain bioprocesses such as oxygen transport and metabolism and link to emergency medical interventions.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Describe key principles of the life processes of living organisms.
  • Apply the basic principles of natural sciences in the practice of emergency care.
  • Explain basic pharmacological principles.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate the basic principles of health and well-being as well as the roles and responsibilities of emergency care assistants.
  • Apply the basic concepts of effective patient assessment and management to medical and trauma patients.
  • Demonstrate the ability to seek supervision and feedback and recognize limitations of knowledge or scope. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United States of America
    Institution: Black Hawk College
    Qualification Title: Certificate in Emergency Medical Technician-Paramedic
    Duration: 1 year full-time
    Credits: 50

    Entry requirements:
  • 18 years of age.
  • Must have completed high school or equivalent.
  • Must undergo a physical examination before beginning clinical practice.
  • Must complete pre-admission testing with an appropriate placement score.

    Purpose/Rationale:
    This qualification aims to prepare learners for entry-level positions as emergency medical technicians and paramedics who will provide basic and advanced life support in out-of-the-hospital settings to critically ill and injured people. It also prepares learners to function in the pre-hospital role at an entry-level and to also integrate theory instruction with practice in simulated and real-life situations.

    Earning this qualification paves the way for obtaining an EMT license by completing the required courses and examinations. Similarly, aspiring paramedics can obtain a license by completing the Paramedic Certificate Program and sitting for the necessary state or national examinations. This comprehensive training qualification sets learners on the path to a rewarding career in emergency medical services.

    Qualification structure Modules:
  • Emergency Medical Technician Basic.
  • Emergency Medical Technician Basic Clinical.
  • Cognitive Paramedicine I.
  • 203 Paramedic Psychomotor.
  • 205 Paramedic Internship I.
  • 11 Cognitive Paramedicine II.
  • 213 Paramedicine Psychomotor II.
  • Paramedic Internship II > Paramedic Clinical III.

    Similarities:
  • The Black Hawk College (BHC) and the South African (SA) qualifications are both offered in one year of full-time study.
  • The BHC and SA qualifications provide qualifying learners with access to entry-level roles in the field.
  • The BHC and SA qualifications entail clinical and practical learning in real-life and simulated contexts to enhance learning.
  • Both the BHC and SA qualifications grant admission to applicants who have completed high school.

    Differences:
  • The SA qualification is worth 132 credits while the BHC qualification is worth 50 credits.
  • The SA qualification offers modules beyond core emergency care, such as "Foundations of professional practice", to enhance learners' overall professional competence.
  • The BHC qualification only offers modules focused on
  • The BHC qualification offers an internship to prepare and help transition learners to the real workspace, while the SA qualification does not.

    Country: United Kingdom
    Institution: Nottingham Trent University
    Qualification Title: Certificate of Higher Education in Ambulance Technician Practice
    Duration: 1 year full-time
    Credits: 120

    Entry requirements:
  • 64 UCAS Tariff points (equivalent to SA's Admission Points Score (APS) of 20-24.
  • A level 4 in Maths, English and a Science-based subject.
  • Must undertake an interview with a lecturer.
  • IT facilities skills, including email, internet, and word processing.
  • Vaccination against Hep B before placement.

    Purpose/Rationale:
    This qualification aims to produce ambulance technicians who will act as part of the emergency team, working with emergency care assistants and paramedics, responding to emergency calls and delivering high-quality pre-hospital care. It's a highly rewarding role, and one where learners can assess, treat, and manage patients at the scene of an accident or in their home, deciding if they should be transferred to a hospital or other medical facility for further treatment.

    Learners may operate as single responders, work on a double-crewed ambulance as the lead clinician or support a paramedic in clinical practice. They will attain many of the same skills as paramedics, such as being able to assess, triage, and provide lifesaving treatment. Learners will also have responsibility for the direct clinical care of patients, service users, and their significant others.

    Learning outcomes:
    On completion of the qualification, a qualifying learner will be able to:
  • Combine theory and practice meeting the modern-day challenges of integrated patient care.
  • Learn to assess, stabilize, treat, and manage patients at the scene of an accident or emergency.
  • Meet the future healthcare agenda through digital competence.

    Qualification structure Modules:
  • Foundations of Ambulance Care Practice
  • Principles of Human Health and Wellbeing
  • Foundation of Professional Practice
  • Principles of Human Illness
  • Healthcare Law and Ethics

    Assessment:
  • OSCE (Objective Structured Clinical Examinations) - Practical demonstrations of skills in a simulated environment.
  • Practice Educators' observations of competency in practice.
  • An E-portfolio (PebblePad).
  • Case studies.
  • Reflective accounts.
  • Presentations.
  • Academic posters.
  • Essays.
  • Multiple-choice and short-answer question exams.
  • Simulated multi-disciplinary meetings.

    Similarities:
  • The Nottingham Trent University (NTU) and South African (SA) qualifications are offered in one year of full-time study.
  • Both qualifications require applicants to have a school-leaving certificate.
  • The NTU and SA qualifications provide qualifying learners with access to entry-level roles in the field.
  • Both qualifications share a similar module aimed at professional development and not core emergency medical care.
  • The NTU and SA qualifications have similar assessment approaches, such as OSCEs and reflective journals.

    Differences:
  • The SA qualification has 132 credits and 9 modules, while the NTU application has 120 credits and 5 modules.
  • The NTU qualification requires applicants to have computer skills before admission, whereas the SA qualification has a module focused on developing learners' computer literacy.
  • The NTU qualification also requires applicants to undergo vaccination before placement, while that is not a requirement for the SA qualification.
  • Additionally, the NTU qualification requires applicants to attend an interview as part of the selection. 
    		•

    ARTICULATION OPTIONS 
    This qualification has the following articulation options.
    Horizontal Articulation:
  • Higher Certificate in Nursing, NQF Level 5.
  • Higher Certificate in Pharmacy, NQF Level 5.

    Vertical Articulation:
  • Diploma in Emergency Care, NQF Level 6.
  • Diploma in Emergency Medical Care, NQF Level 6.
  • Diploma in Nursing, NQF Level 6.
  • Advanced Certificate in Medical Rescue, NQF Level 6.
  • Advanced Certificate: Pharmacy Technical Support, NQF Level 6.
  • Advanced Certificate: Medical Rescue Technology, NQF Level 6.
  • Bachelor of Arts: Nursing Science, 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. Nelson Mandela University 


    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.