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:

Postgraduate Diploma in Primary Care Nursing

SAQA QUAL ID	QUALIFICATION TITLE
126259	Postgraduate Diploma in Primary Care Nursing
ORIGINATOR
North West University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 09 - Health Sciences and Social Services		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 0742/26	2026-08-20	2029-08-20
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2030-08-20		2033-08-20

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 primary purpose of the qualification is to enable working professional nurses to undertake advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in primary care nursing. With this qualification, learners will be able to register as Primary Care Specialists with the SANC.

This qualification will serve to strengthen and deepen the learner's knowledge in nursing, and specifically, primary care nursing. The qualification will develop and empower professional nurses with knowledge and expertise in primary care practice. Learners will demonstrate advanced competencies and skills, developed through critical thinking, clinical practice, and research in primary care nursing, and can function as part of a team or independently, as leaders, consultants, educators and specialist practitioners in providing evidence-based care.

The competencies include accountability and responsibility in professional, ethical and legal practice, health promotion and prevention of disease, injury and complications, effective communication and development of therapeutic relationships, quality improvement, continuous professional development and research. The qualification further aims to provide innovative and distinguished learners with a developed sense of equity, justice, and service ethics, which work to make a meaningful and sustained contribution to specialised health services in South Africa. The Primary Care Nurse Specialist will be able to demonstrate foundational and conditional knowledge of interprofessional people-centred primary care of people in a variety of settings.

Rationale:
Countries around the world agreed to the Declaration of Astana, which is to strengthen their primary health care systems as an essential step toward achieving universal health coverage. Around 50% of the world's population lacks access to essential health services, which include non-communicable and communicable diseases, maternal and child health, mental health, and sexual and reproductive health. The Department of Health in South Africa stated that there is a great need to change health service delivery in South Africa from a curative model to Primary Health Care services. Primary Health Care services need Primary Care Nurse Specialists to be effective and coincide with the National Health Insurance plan. This proposed qualification will provide for the education and training of these Primary Care Nurse Specialists.

The Primary Care Nurse Specialist provides the first level of direct nursing care for patients with various types of illnesses and ailments, chronic and acute. These specialist nurses are knowledgeable, skilled, and competent to work autonomously and render appropriate first-line care to individuals and the community. The Primary Care Nurse Specialist conducts physical assessment, diagnoses illnesses, prescribes treatment, provides direct care to health care consumers, and refers for further treatment to general medical practitioners, medical specialists, and other nurse specialists. The context will include all kinds of health establishments. The PGDip (Primary Care Nursing) has been developed to comply with the HEQSF, new competency framework, competencies, and exit level outcomes published by the SANC and to fit into the profile of the National Health Insurance plan. Primary Care Specialists in South Africa provide direct care to patients with all types of illnesses and ailments, offering the first level of nursing care that patients receive.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL for access:
In accordance with the Senate-approved Rules on Teaching-Learning and Assessment, an executive dean may, through the recognition of prior learning (RPL) process, grant admission to an applicant who does not meet the minimum admission requirements for a qualification or grant advanced standing to such an applicant. Only proven informal or non-formal learning may be taken into consideration by means of RPL; the process of equivalence-setting between such learning and formal modules must be documented, and its outcome must be recorded on the official learner's record.

RPL for exemption from modules/recognition of modules:
Where a learner was granted exemption for one or more modules as a consequence of RPL, the remaining credits required for the qualification must be obtained by completing the relevant qualification. The maximum portion of a qualification from which a learner may be exempted by means of RPL is fifty percent (50%) of the credits of the full qualification. A standardised and aligned process implemented across faculties must provide details in respect of the implementation of RPL referred to in the Rule.

Credit accumulation and transfer through RPL:
In accordance with the Rules on Teaching-Learning and Assessment, an executive dean may, by means of the process of credit accumulation and transfer (CAT) recognise and transfer the credits a learner has obtained in a cognate learning qualification towards a qualification to which the learner wishes to seek admission and adjust the minimum study period for the completion of a qualification offered by the university within the framework of the institution General Academic Rules. Credit accumulation and transfer may only be granted for credits obtained during studies towards a formal qualification, including credits obtained for modules taken for non-degree purposes. Credit accumulation and transfer apply to:

A learner of the university who is registered for, but has not completed a qualification, and who wishes to change to a different qualification linked to the same qualification;

A learner of the university who is registered for, but has not completed a qualification, and who wishes to change to a different qualification linked to a different qualification;

A learner registered at another recognised higher education institution who has not completed the qualification at that institution, and who wishes to register for the same or a different qualification at the university;

A learner who has completed a qualification at the university or at another recognised higher education institution who wishes to enrol for a qualification leading to another qualification at the university, and

Qualifications that consist entirely or partially of coursework modules or components, but not to qualifications that consist purely of a research component.

Credit recognition and transfer can only be granted to a learner who meets the minimum admission requirements of the qualification for which the learner wishes to register.

Entry Requirements:

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.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at the National Qualifications Framework Level 8, totalling 120 credits.

Compulsory Module, NQF Level 8, 120 Credits.

Applied Professional Practice and Development, 12 credits.

Applied Evidence-Based Practice and Knowledge Translation, 12 Credits.

Applied Quality Project Management, 8 Credits.

Specialised Primary Care Nursing 1, 16 Credits.

Specialised Primary Care Nursing 2, 16 Credits.

Specialised Primary Care Nursing Practice, 56 Credits.

EXIT LEVEL OUTCOMES

Exit Level Outcomes:
1. Practices and facilitates specialist nursing or midwifery, nursing education or health services management within ethical-legal parameters of the profession.
2. Applies the knowledge of and facilitates evidence-based practice, nursing education or management in the specialist field to solve contextual problems and develop policies and guidelines.
3. Appraises and develops self, peers and nurse/midwife specialist learners by facilitating self-directedness/leadership and lifelong learning to maintain competence.
4. Facilitates advocacy for the profession and provision of specialist professional support for personnel, patients or clients, families and communities.
5. Engages in planning, commissioning and managing a specialist unit, an educational entity or a health service.
6. Engages in scholarly activities to inform evidence-based practice, education or management.
7. Utilises, manages and communicates data to support decision-making and research.
8. Renders and co-ordinates patient-centred specialist nursing or midwifery practice within a continuum of care using the scientific approach, integrating biomedical and psychosocial sciences, including advanced pharmacology.
9. Mobilises appropriate resources to implement standards of practice relevant to the area of specialisation, to ensure quality patient care and safety.
10. Collaborates within the inter- and intra-professional team by engaging in health dialogue, shared leadership, decision-making and sound clinical judgement.
11. Participates in the design, development, implementation and evaluation of nursing policies, qualifications and projects at provincial or national level.
12. Develops and implements institutional policies, protocols, and guidelines in the area of specialisation, utilising the process of change management in the improvement of quality of care.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria:
Associated Assessment Criteria for Exit Level Outcome 1:

Use personal attributes and behaviour to conform to the relevant code of ethics in the practice of specialist nursing or midwifery, nursing education and health services management.

Use critical decision-making and moral-reasoning models and principles to make clinical judgements and resolve ethical dilemmas within the specialist practice.

Demonstrate accountability for own professional judgement, actions, outcomes of specialist care, nursing education or health services management provided and continued competence.

Identify and apply the relevant current legislation, policies, regulations and guidelines about specialist practice or nursing education or Health Services Management.

Accurately document all care activities comprehensively and timeously, taking into account the legal requirements for record-keeping.

Demonstrate knowledge of the nurse specialist or midwife specialist role in the management of Professional misconduct and risks taking into consideration the institutional protocols, and ethical-legal framework.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate an understanding of the process of evidence-based practice to engage in specialist practice.

Consider the appropriate methodology of gathering evidence for practice, education, and management, for example, systematic or scoping reviews, and appraisal of articles in the application of evidence-based specialist practice, nursing education and health services management takes into practice-based research, and publication.

Use evidence-based practice, nursing education, and health service management to demonstrate knowledge of and critical analysis of the various levels of evidence.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate leadership skills through the application of appropriate 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.

Demonstrate an understanding of the purpose and processes of the performance management and development system in performance appraisal engagements.

Utilise feedback gained from self-reflection, peers, learners, management and other relevant stakeholders to improve effectiveness in the specialist role.

Demonstrate 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:

Demonstrate an understanding of the purpose of the advocacy role for a nurse specialist or midwife specialist practice.

Apply advocacy principles to ensure safe and quality care in various healthcare settings, nursing education or health services management.

Demonstrate the ability to use of appropriate communication skills and channels in facilitating advocacy.

Demonstrate the ability to lobby and or participation in interest groups to influence legislation and policy affecting the role performance.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate an understanding of levels and or classification of the respective specialist units, health services or educational entities.

Commissioning task takes into consideration the burden of diseases and priority services as determined by current events.

Participation in the evaluation of the existing specialist unit, health or education entity demonstrates knowledge of guidelines for provisioning a specialist unit or health service or an educational entity.

Engagement in planning and commissioning demonstrates 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 demonstrates knowledge of appropriate search engines and databases for review of the literature to inform evidence-based practice, nursing education and health services management.

Appropriate methods are used to generate evidence for utilisation in specialist practice (e.g. research, systematic reviews etc.), education and health services management.

Demonstrates awareness of peer-reviewed journals and their use for sharing evidence.

Base activities in specialist practice, education and health services management on scientifically proven 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.

Demonstrate utilisation of comprehensive data, information and emerging evidence pertinent to the respective specialist practice.

Based on problem identification, diagnoses and opportunities for improvement, gather and critically analyse assessment data from the patients or clients, families, communities, learners, or employees, including current scientific evidence.

Documentation demonstrates respect for intellectual property and is without plagiarism.

Associated Assessment Criteria for Exit Level Outcome 8:

Show understanding of the position of one's own specialist service within the health care system.

Enable the nurse or midwife specialist to be conversant with the full range of services within the specialist area of practice.

Render specialist care and integrate promotive, preventive, curative, rehabilitative and palliative care in a healthcare continuum.

Demonstrate the ability to acquire knowledge, skills, and attitudes that involve rendering specialist care in accordance with national and international standards and protocols of the specialist field.

Formulate nursing or midwifery diagnoses that are congruent with the patient's/client's clinical manifestations or data, and base it on accurate analysis and interpretation of data obtained from scientific, laboratory, diagnostic, technological and psycho-sociocultural assessment, including consultation of relevant/current literature/evidence.

Individualise planned nursing or midwifery interventions considering patient's/client's needs, values, beliefs, preferences, culture and contextual variables, for example, disease burden, health risks, national priorities, etc.

Base planned nursing or midwifery interventions on formulated nursing diagnoses, and application of specialised knowledge and skills (competencies) including advanced pharmacology in collaboration with the inter- and intra-professional team.

Implement a planned nursing or midwifery intervention timeously, accurately, safely, and effectively in accordance with set evidence-based standards, guidelines, protocols, and algorithms.

Plan a health care intervention in collaboration with the patient or client, family and relevant members of the health care team.

Nursing interventions include preparation of patients or clients, families, and nurses in the lower-level care for continued care in the hospital and community in accordance with the health status and health literacy of the patient or client.

Document nursing or midwifery interventions and revise timeously and effectively based on critical analysis of the monitoring and evaluation data and reaching a sound clinical judgement.

Associated Assessment Criteria for Exit Level Outcome 9:

Demonstrate an understanding of the infrastructure and equipment needed in the specific area of specialisation.

Demonstrate the ability to operate and monitor the equipment used in the specialist area.

Employ sound asset management principles to ensure appropriate, adequate, well-maintained and up-to-date equipment.

Consider the specialist qualification and its competencies, experience, standard nurse-patient ratios for the area of specialisation, job description and skill mix when assigning staff to care nursing.

Associated Assessment Criteria for Exit Level Outcome 10:

Identify, share and collaboratively solve practice problems in the specialist area by informed decisions and sound clinical judgement.

Seek and provide consultation appropriately and timeously in the provision of holistic care in a healthcare continuum through awareness of one's competence.

Carry out patient referrals appropriately and timeously as dictated by the patient's condition and in accordance with the referral guidelines.

Promote participation in the inter- and intra-professional team and recognise the members of the team.

Associated Assessment Criteria for Exit Level Outcome 11:

Participation in the development of policies, qualifications and projects demonstrates understanding of the steps in and or levels of the development of policies, qualifications and projects.

Participation in project and policy development demonstrates knowledge of own role and responsibilities within the inter- and intra-professional policy or project team.

Participation in policy development, qualification and project development demonstrates advocacy for the nursing profession and patients or clients, families and communities in the specialist area.

Participation in project development includes appropriate communication, negotiation, bargaining, assertiveness, and persuasion.

Timely and adequate feedback to relevant stakeholders is provided as necessary.

Associated Assessment Criteria for Exit Level Outcome 12:

Demonstrate an understanding of knowledge of the process and/or steps of development of policies, standards, guidelines and protocols.

Involve the relevant and pre-determined stakeholders in the process of development of policies, standards, protocols and guidelines.

Use the appropriate methods in the process of development and evaluation or testing of guidelines and protocols.

Demonstrate the understanding and application of the change process in the implementation of the new policies, protocols and guidelines to the specialist area.

Revise developed policies, protocols and guidelines at appropriate intervals and approve as per the institutional policy for the specialist area.

INTEGRATED ASSESSMENT:
Formative assessment:
Formal formative assessment constitutes 50% of final module mark. At least 3 assessment tasks will be required that include a semester test (20-40% weight) and assignments and class tests/portfolio of evidence (60-80% weight). This will be applied to all modules, except for the applied professional practice and development module of 8 credits, where 2 assessment tasks will be completed. A learner must obtain a 40% sub-minimum mark for examination access in all modules.

Summative assessment:
For each module, one examination paper of 3 hours will be taken at the end of the year (100% weight).

The final module mark is calculated as formative assessment (participation mark) 50% and summative assessment (examination) 50%. The learner will only pass the module if a final module mark of at least 50% is attained.

Work-integrated learning (WIL):
Assessment methods that will apply include practical portfolios, case studies, OSCE's (objective structured clinical examination) in clinical practice. WIL hours will be monitored and records kept as all course requirements, including practicum, are compulsory. A learner must meet all the clinical requirements as set out in the qualification.

The WIL component is structured according to the weightings:

Clinical practice for learning - 50%.

Simulation laboratory -20%.

Clinical hours for role-taking - 30%.

The qualification will only be awarded if all modules are passed and the WIL component is successfully completed.

INTERNATIONAL COMPARABILITY

This qualification is comparable to qualifications from the following countries:

Country: New Zealand
Institution: University of Auckland
Qualification title: Postgraduate Diploma in Health Sciences-Advanced Nursing (PGDipHSc).
Credits: 120
Durations: One year

Purpose:
The purpose of the Postgraduate Diploma in Health Science is to prepare the learners for advanced professional roles.

Similarities:

The PGDipHSc is typically positioned at Level 8 of the New Zealand Qualifications Framework (NZQF) with 120 credits (points), normally completed in 1 year of full-time study or up to 4 years part-time.

Entry requirements specify registration as a nurse with a current practising certificate with the Nursing Council of New Zealand; and a relevant health related bachelor's degree, e.g. Nursing, Health Sciences, Medicine, Pharmacy, Social Work. Furthermore, a minimum of 2.5 or higher GPA/GPE in previous degree-level study is required.

Both qualifications emphasise advanced clinical practice, leadership and evidence-based care, and include structured clinical practice/WIL hours aligned to advanced nursing roles. A selection of 30- and 15-point advanced nursing modules, such as advanced assessment and clinical decision making, pharmacology, leadership in clinical practice, and research methods in health, that totals a minimum of 120 points.

Many pathways include defined clinical practice components for nurse practitioner or advanced practice roles.

Develop advanced clinical assessment, diagnostic reasoning, prescribing and case management skills for complex and chronic conditions in community and primary care contexts.

Build capacity for evidence-based practice, research appraisal, quality improvement and service development in health care settings.

Enhance professional leadership, interprofessional collaboration and lifelong learning.

Both qualifications use a mix of written assignments, case studies, presentations, clinical skills assessments and portfolios, with formal examinations and OSCE type assessments in clinical modules.

Both qualifications articulate vertically into master's level study and support possible progression to advanced practice/NP roles according to national regulations.

Differences:

The South African qualification specifies at least two years of post-registration experience, whereas the University of Auckland generally requires RN registration plus academic performance, and experience requirements may be embedded in particular clinical pathways rather than the generic qualification.

The South African qualification is tightly focused on primary care nursing and is built around a single, integrated curriculum with defined primary care WIL such as clinics, community health centres, OPDs, whereas the New Zealand diploma offers broader advanced nursing streams such as acute care, primary health care, nurse practitioner preparation through a menu of modules under one generic PGDipHSc structure.

The South African PGDip (Primary Care Nursing) aligns explicitly with South African SANC competencies for the Primary Care Nurse Specialist and with national PHC/NHI policy, and therefore emphasises local burden of disease, resource-constrained settings and regulatory scope of practice in South Africa. qualification-document-Primary-Care-Nursing.

The Auckland PGDipHSc, while it may include primary health care modules, is not limited to primary care; it prepares advanced practitioners across multiple clinical fields and for further progression to Masters and Nurse Practitioner pathways within the New Zealand regulatory framework.

Country: United Kingdom
Institution: Brunel University London
Qualification title: Specialist Community Public Health Nursing (SCPHN)
Credits: 120 credits
Duration: One year

Purpose:
The purpose of the Brunel University London Specialist Community Public Health Nursing (SCPHN) PgDip/MSc qualification is to prepare registered nurses and midwives for advanced specialist roles in community and public health, enabling them to improve the health and wellbeing of individuals, families, communities, and populations through evidence-based practice, leadership, and health promotion.

Similarities:

Both the Brunel SCPHN and PGDip (Primary Care Nursing) are post-registration professional specialisations building on a first nursing degree and requiring professional registration and relevant clinical experience. Both qualifications run over one year full-time and carry 120 credits at postgraduate level, with a strong integration of theory and supervised practice in community and primary care settings.

Similar to that of the South African qualification, entry requirements for the Specialist Community Public Health Nursing usually require an NMC registered nurse or midwife with an appropriate degree, normally at least a bachelor's at Level 6, and relevant post-registration experience in community or public health settings. Employer support and access to an approved practice placement in the community/public health nursing field are commonly required, because much of the qualification is delivered through practice-based learning under NMC SCPHN standards.

Both qualifications prepare experienced nurses for advanced community or primary care roles that involve autonomous assessment, case management and health promotion functions in the community. They emphasise leadership, interprofessional collaboration, quality improvement and population-based approaches to health and illness and include explicit development of research literacy and evidence-based practice skills, with modules on research methods, evidence appraisal and policy-oriented practice.

Typical modules in the qualification that are similar to the PGDip (Primary Care Nursing) include: Community and public health nursing practice modules linked to NMC standards; Leadership and management in community practice; Evidence-based public health, epidemiology and health promotion; and Research and knowledge translation methods and critical appraisal.

Differences:

The South African qualification is formally located at Level 8 of the NQF (postgraduate diploma), whereas the UK SCPHN PgDip is at FHEQ Level 7 (master's level in the UK context).

The South African qualification's WIL is located in primary care clinics, community health centres and related primary health facilities, closely aligned to South Africa's Primary Health Centre re-engineering and NHI implementation, while Brunel's practice learning occurs in UK community and public health services under NMC SCPHN standards.

The PGDip (Primary Care Nursing) is framed around the South African Nursing Council's Primary Care Nurse Specialist competencies and exit level outcomes, including detailed ELOs related to ethically and legally accountable advanced clinical practice, evidence-based decision making, planning and managing specialist units, and participating in policy development at provincial and national levels.

The Brunel SCPHN PgDip is governed by the UK Nursing and Midwifery Council's Specialist Community Public Health Nursing standards, with a stronger emphasis on population health, surveillance, health visiting/school nursing roles and public health functions, rather than on first-line clinical diagnosis and treatment across the full range of primary care conditions. The Brunel SCPHN PgDip has the option to top up to a full MSc (180 credits).

Conclusion:
Overall, the PGDip compares favourably with UK postgraduate community and primary care nursing qualifications such as the Brunel SCPHN PgDip in terms of level, duration, volume of learning, emphasis on advanced practice, leadership and evidence-based community care, while remaining tailored to South Africa's PHC system and regulatory framework. Alignment with international standards and the African region. Within the African region, other South African institutions (e.g. the University of Johannesburg) offer a Postgraduate Diploma in Primary Care Nursing at NQF Level 8 with 120 credits and similar articulation routes to master's degrees, confirming regional alignment in level, duration and purpose.

In summary, the PGDip (Primary Care Nursing) is comparable in level, duration, credit volume and advanced nursing focus to the University of Auckland PGDipHSc (Advanced Nursing), while being more narrowly focused on primary care in a South African policy and regulatory context.

ARTICULATION OPTIONS

Horizontal articulation:

Postgraduate Diploma in Nursing Management, NQF Level 8.

Postgraduate Diploma in Nursing Education, NQF Level 8.

Possible horizontal articulation options between Sub-Frameworks for this qualification reached the registration end date in December 2025.

Vertical articulation:

Master of Nursing Science, NQF Level 9.

Diagonal Articulation:

Advanced Occupational Diploma: Senior Government Official, NQF Level 7.

MODERATION OPTIONS

N/A.

NOTES

N/A.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

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

NONE