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: 

Bachelor of Emergency Medical Care 
SAQA QUAL ID QUALIFICATION TITLE
63091  Bachelor of Emergency Medical Care 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

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 this qualification is to develop a learner competent in the knowledge, attitude, insight and skills required for the emergency medical care and rescue professions.
Potential learners include school leavers who have a baccalaureate matric, older persons making a career change, and existing EMS workers elevating their qualifications, and improving their career prospects.

The qualification is located in the professional pathway of the HEQSF, and allows access to cognate master's programs, which in turn will allow doctoral study. The successful graduate will deliver professional emergency medical care and rescue services in the public and private sectors. Graduates will also be responsible for clinical leadership and governance in EMS as well as the control of equipment and medicine. Graduates of the degree may also enter management roles within services and education and training roles.

The qualifying learner will be able to competently apply an integration of theoretical principles, proven techniques, practical experience, clinical procedures and appropriate skills in order to provide independent, specialised emergency medical care and rescue services to all sectors of the community.
Learners will apply management, education and research skills during independent practice and function in a supervisory clinical governance and/or quality assurance capacity within emergency services and healthcare environments and become a reflective practitioner and lifelong learner within the emergency care and rescue profession.

Successful completion of this qualification will entitle the learner to register with the Health Professions Council of South Africa as an independent Emergency Care Practitioner, a requirement for practice.
Potential learners include school leavers who have a baccalaureate matric, older persons making a career change, and existing EMS workers elevating their qualifications, and improving there career prospects.

The qualification is located in the professional pathway of the HEQSF, and allows access to cognate masters programs, which in turn will allow doctoral study. The successful graduate will deliver professional emergency medical care and rescue services in the public and private sectors. Graduates will also be responsible for clinical leadership and governance in EMS as well as the control of equipment and medicine. Graduates of the degree may also enter management roles within services and education and training roles.

Upon completion of the qualification, a qualifying learner will be able to:
  • Demonstrate effective communication and apply the principles of medical ethics, professional behaviour and the legal framework to the context within which emergency care practitioners operate while maintaining personal health, wellness and safety.
  • Practice, supervise and facilitate the provision of emergency medical care to all sectors of the community utilising specialised strategies and technologies.
  • Perform medical rescue in a wide range of rescue contexts.
  • Demonstrate knowledge and understanding of human and basic sciences underpinning emergency medical care.

    Rationale:
    This qualification is designed to produce professionals who are independent clinical practitioners and rescue specialists who render emergency medical care and rescue service predominately in the pre-hospital environment. The qualification will develop cognitive, technological and scientific enquiry capability and promote the research, innovation and management skills necessary for the management and development of the emergency medical and rescue professions.

    The National Emergency Care Education and Training Policy (NECET) establishes a national framework for emergency care education and training. The NECET policy makes provision for education and training of emergency services workers by recommending three HEQSF aligned programs; an entry level Higher Certificate, a mid-level Diploma and a professional degree. This application is for the professional degree. The NECET policy was facilitated by the National Department of Health in an extensive development process involving heads of provincial health departments and emergency services, principles of colleges of emergency care, and private sector stakeholders and is the nationally agreed on and implemented framework for qualifications.

    Learners likely to enter the qualification include school-leaving learners, older persons who are changing careers as well as learners who are already working in emergency services and wish to elevate their existing qualifications. All groups of entrants are subject to admission requirements or approved RPL requirements and pathways. Graduates will practice primarily within South Africa in rural and urban contexts that range from sophisticated emergency medical care facilities to remote primary health care clinics. This qualification aims to promote an understanding of the multi-disciplinary approach to effective, efficient patient care. In addition, this qualification aims to produce professional practitioners that will take cognisance of the South African history and will be able to adapt to the unique circumstances of South Africa with an emphasis on equity in health care, social upliftment and reduction of burden of disease. Graduates are primarily clinical practitioners rendering clinical services in both the public and private sectors. Graduates may also enter health management roles as well as roles in health professions education and research.

    The qualification is designed to enable learners to pursue further personal, managerial, education, training and professional development; and to promote life-long learning.

    The qualification aligns with the minimum standards of practice for the Emergency Care Practitioner (ECP) role and graduates register with the Health Professions Council of South Africa (HPCSA) on the relevant professional register. The HPCSA is the designated professional body for this cadre of graduate practitioners.

    Once registered with the HPCSA on the ECP register, graduates may render clinical services as ECPs within the Republic of South Africa, and jurisdictions that recognise the qualification and registration. This qualification, and the ECP category of registration is currently the apex category for clinical practice. Post graduate qualifications are not currently registerable with the HPCSA and do not alter scope of practice nor clinical capabilities. This qualification is also the apex qualification in terms of the NECET policy. The entry level Higher Certificate in Emergency Medical Care and the mid-level Diploma in Emergency Medical Care are lower qualifications and correspond to lower categories of registration at the professional body. 
    		•

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

    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

    RPL 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:
  • National Senior Certificate, NQF Level 4, granting access to Bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4, with endorsement.
    Or
  • Higher Certificate in Emergency Medical Care, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of compulsory modules at the National Qualifications Frameweork Levels 5, 6, 7 and 8, totalling 486 credits.

    Compulsory Modules, NQF Level 5, 48 Credits:
  • Physics, 12 Credits.
  • Chemistry, 12 Credits.
  • Introduction to Medical Rescue, 2 Credits.
  • Rescue Systems, 5 Credits.
  • Rescue Principles, 5 Credits.
  • EMS Operations, 4 Credits.
  • Ethics and Law, 4 Credits.
  • Personal Health and Wellness, 4 Credits.

    Compulsory Modules, NQF Level 6, 132 Credits:
  • Anatomy 1, 12 Credits.
  • Physiology 1, 12 Credits.
  • Emergency Medical Care 1 Theory, 24 Credits.
  • Emergency Medical Care 1 Practical, 12 Credits.
  • Clinical Practice 1, 12 Credits.
  • Physiology 2, 12 Credits.
  • Rope Rescue, 8 Credits.
  • Hazmat and Fire Rescue, 8 Credits.
  • Extrication, 8 Credits.
  • Urban Search and Rescue, 8 Credits.
  • Wilderness Search and Rescue, 8 Credits.
  • Aquatic Rescue, 8 Credits.

    Compulsory Modules, NQF Level 7, 186 Credits:
  • Diagnostics, 18 Credits.
  • Emergency Medical Care 2 Theory, 24 Credits.
  • Emergency Medical Care 2 Practical, 12 Credits.
  • Clinical Practice 2, 12 Credits.
  • Primary Health Care 1, 18 Credits.
  • Emergency Medical Care 3 Theory, 24 Credits.
  • Emergency Medical Care 3 Practical, 12 Credits.
  • Clinical Practice 3, 12 Credits.
  • General Pathology, 18 Credits.
  • Pharmacology, 12 Credits.
  • Disaster Risk Management, 8 Credits.
  • Aeromedical Rescue, 8 Credits.
  • Rescue Incident Management, 8 Credits.

    Compulsory Modules, NQF Level 8, 120 Credits:
  • Research Methodology, 18 Credits.
  • Emergency Medical Care 4 Theory, 36 Credits.
  • Emergency Medical Care 4 Practical, 12 Credits.
  • Clinical Practice 4, 18 Credits.
  • Management Practice, 6 Credits.
  • Educational Methodology, 6 Credits.
  • Research Project, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate effective communication and apply the principles of medical ethics, professional behaviour and the legal framework to the context within which emergency care practitioners operate while maintaining personal health, wellness and safety.
    2. Practice, supervise and facilitate the provision of emergency medical care to all sectors of the community utilising specialised strategies and technologies.
    3. Perform medical rescue in a wide range of rescue contexts.
    4. Demonstrate knowledge and understanding of human and basic sciences underpinning emergency medical care.
    5. Provide in-service education and training in emergency medical care and rescue.
    6. Demonstrate an understanding of the management, structure and function of Emergency Medical Service (EMS) systems in South Africa and provide operational and clinical supervision within an emergency medical and rescue service.
    7. Develop research skills and conduct research in emergency medical care and rescue. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Communicate with patients, colleagues and other service providers effectively, clearly, directly and accurately, using appropriate modalities including electronic media. Use terminology consistent with professional usage.
  • Promote human dignity during interactions and undertake interactions with due sensitivity to ethnic, cultural, linguistic, religious and gender diversity.
  • Apply ethical principles of beneficence, autonomy, justice, truth-telling, promise-keeping and confidentiality correctly in all contexts.
  • Ensure all clinical interactions and related practices align with the provisions and rules of the codes of ethics of the HPCSA and professional associations.
  • Provide accurate and comprehensive explanations of the legal framework within which an emergency service provider and/or practitioner operates.
  • Discuss comprehensively the importance of mental health and wellness for the emergency care provider, highlighting their role and impact on job effectiveness.
  • Identify, demonstrate and describe suitable methods for achieving and maintaining operational fitness in terms of lifestyle, diet and exercise techniques, highlighting the impact on self and job effectiveness.
  • Identify, demonstrate and apply methods for maintaining personal safety through appropriate risk assessment, scene assessment, decision-making and option-taking.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify potential hazards within the emergency service environment correctly in terms of their origins, impact and means of management or mitigation.
  • Describe emergency medical care equipment accurately in terms of function, storage, maintenance and use.
  • Discuss and implement infection control in line with established procedures.
  • Diagnose medical and/or trauma-related disorders accurately based on an applied understanding of the underlying pathophysiology.
  • Demonstrate logical, sound clinical decision-making. Base clinical decisions on, inform them by and validate them through comprehensive history-taking and appropriate clinical assessment.
  • Manage patients correctly within the scope of practice of an Emergency Care Practitioner and with due consideration for evidence-informed practice.
  • Apply, describe, discuss and/or demonstrate clinical and intensive care procedures and practices correctly in circumstances requiring specialised transportation.
  • Demonstrate integrated patient care and clinical skills or procedures correctly.
  • Describe and demonstrate the principles of primary health care, disease prevention, health promotion and counselling.
  • Promote HIV and AIDS awareness in self and among others.
  • Carry out patient handover in line with local protocols and procedures.
  • Construct medical records that provide sufficient accurate details of patient information and treatment.
  • Demonstrate self-critique and realistic, accurate and fair reflection of own clinical competence and practice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Consider and apply safety principles correctly throughout the rescue operation.
  • Evaluate hazards within the rescue environment accurately in terms of their sources and impact, and consider and apply means for mitigation.
  • Carry out incident management in line with established procedures.
  • Acquire, maintain and demonstrate an appropriate level of physical fitness.
  • Demonstrate correctly and describe comprehensively the use of rescue equipment in terms of function, specifications, storage and maintenance.
  • Identify, explain and/or apply correctly the theoretical concepts and strategies underpinning the management strategies of specific rescue incidents.
  • Demonstrate rescue skills, procedures and techniques safely and effectively.
  • Manage rescue incidents and/or scenarios correctly with regard to incident analysis, planning, preparation and execution.
  • Describe and apply key principles of microbiology to emergency medical care contexts in general, with particular reference to communicable diseases and infection control.
  • Describe the pathogenesis of disease and injury accurately and comprehensively in relation to the anatomy and physiology of the applicable body systems.
  • Interpret problem-based scenarios correctly based on integration of anatomy, physiology and pathology.
  • Explain and apply principles of pharmacology correctly to the emergency medical care context.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Identify and explain national policies applicable to education and training correctly.
  • Explain and apply theories of teaching and learning correctly.
  • Identify and analyse key issues of teaching and learning in education and training correctly (RPL, access, etc.).
  • Discuss quality assurance of teaching and learning properly.
  • Identify and describe educational needs correctly.
  • Develop learning programmes in accordance with the needs of the target group.
  • Identify, locate and develop learning resources properly.
  • Design suitable teaching methods and activities that support the learning programme and meet the needs of the target group.
  • Facilitate a learning event professionally.
  • Develop appropriate assessment criteria to assess the learning outcome/s.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Describe EMRS accurately in terms of structure, role and function, both public and private, within the South African context.
  • Provide correct explanations of the interdependence and interrelationships occurring between EMRS and other Allied Emergency and Health Care structures.
  • Explain the role of the health care team correctly in terms of key responsibilities of each role and the relationships between each role.
  • Identify and explain national legislation applicable to emergency care and rescue services correctly.
  • Explain and/or demonstrate multi-disciplinary approaches to emergency care and rescue scenarios correctly.
  • Explain and/or demonstrate professional communication between and co-operation with patients and stakeholders correctly.
  • Analyse and evaluate operational needs correctly.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Identify and articulate research needs within the field of emergency care correctly.
  • Investigate and discuss quantitative and qualitative research methods appropriately as possible solutions to research needs.
  • Discuss and compare statistical methods correctly.
  • Evaluate research publications critically according to set criteria.
  • Develop, motivate and present a professional research proposal within the field of emergency care.
  • Discuss and apply principles of research ethics correctly.
  • Collect data correctly using appropriate methods.
  • Analyse, interpret and evaluate data correctly using appropriate statistical tools where applicable.
  • Prepare and present research findings according to set criteria and formatting requirements.
  • Produce a research report in accordance with accepted research guidelines.

    Integrated Assessment
    Integrated assessment strategies across related modules and critical cross-field outcomes are applied. Integrated assessment takes the form of an appropriate variety of assessment methods, for example: written and oral examinations, problem solving assignments, projects presentations, case studies, portfolios, logbooks, clinical reports and objectively structured clinical examination, reflective practice journals and simulated medical and rescue scenarios.

    Formative Assessment:
    Learning and assessment are integrated. The scheme of work includes tests and assignments, practical work and competency evaluation of practical skills. The process is continuous and focuses on smaller sections of the work in limited number of outcomes.

    Summative Assessment:
    Summative assessments evaluate the learners' abilities to manage and integrate a larger body of knowledge and to achieve the stated outcomes. The summative assessment also focuses on the learners' ability to integrate knowledge and skills in the particular area of specialisation. Summative assessments include theory and practical assessments. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared against the United States qualifications for an EMT-Paramedic which are established by United States Department of Transportation National Highway Traffic Safety Administration.

    Country: United States of America
    Institution name: United States Department of Transportation National Highway Traffic Safety Administration
    Qualification title: EMT-Paramedic
    Duration: Four years

    Purpose:
    The National Highway Traffic Safety Administration (NHTSA) assumed responsibility for the development of training courses that are responsive to the standards established by the Highway Safety Act of 1966 (amended). These training courses are designed to provide national guidelines for training. NHTSA`s intention is that they be of the highest quality and be maintained in a current and up-to-date status from the point of view of both technical content and instructional strategy. The EMT-Paramedic: National Standard Curriculum represents the highest level of education in EMS pre-hospital training.

    The US EMT-Paramedic certificate course typically is a 1000 - 1200 hour course. Students follow the one-year paramedic program, which consists of classroom instruction, clinical, field, and skills training. Successful completion of the program prepares students to take the National Registry EMT-P certification examination.

    Several vocational, technical, and Junior colleges offer a 2 year Associate`s of Applied Science Degree, Emergency Management Services (AAS, EMS) requiring approximately 70-75 semester hours of study. These qualifications prepare learners for certification as a paramedic and further provide them with the background to manage and supervise emergency medical first responder units in support of fire departments, ambulance companies and other first responder agencies.

    Qualification structure:
  • English Composition.
  • Modern College Mathematics or Introduction to College Algebra & Trigonometry.
  • Principles of Ethics.
  • On Being a supervisor.
  • Anatomy & Physiology for Paramedics.
  • Computing Concepts & Applications.
  • Introduction to Human Communication.
  • Managing the Emergency Medical Service Paramedic.
  • Fire Education and Public Relations.

    Similarities:
  • The South African (SA) qualification is very similar to a 4-year qualification in the USA.
  • Educational institutions offering an EMT-P bachelor's degree in the USA must adhere to the United States Department of Transportation National Highway Traffic Safety Administration standards and objectives.
  • The assessment criteria for the different Exit Level Outcomes are very similar to the objectives stated in the USA`s National Curriculum for EMT-P programs.
  • The United States Department of Transportation National Highway Traffic Safety Administration states that a paramedic programme should consist of four components of instruction: didactic instruction, skills laboratory, clinical education, and field internship. > The first three typically occur concurrently, and the field internship serves as a verification that the student is serving as a competent, entry level practitioner. The SA qualification has the same components as the USA`s National Curriculum for EMT-P programmes as follows:

    Emergency Care education and training in a country similar in socio-economy to SA:
    Senegal has no on-going EMT-P training programme remotely close to the South African qualification. Medical training for ambulance personnel is similar to EMT-B standards but there are no national standards for training throughout the country. Individuals in communities away from the major cities such as Dakar receive very little training.

    The United Arab Emirates has a limited number of medics trained to EMT-P standards but this training was received primarily outside the country. Different governmental agencies contract with companies from different countries such as the USA, Germany, Canada, UK, Australia, and Saudi Arabia to come in to conduct training. Each contractor brings in standards from his country. There are no national level standards for paramedic training in the country. Additionally, there are no standards for maintaining medical competency or lifetime development.

    Emergency Medical Services in the United Kingdom has taken a decision to stop short course training and are currently developing similar higher education qualifications for pre-hospital practitioners. This decision was taken after reviewing the South African higher education model.

    Country: United Kingdom
    Institution name: University of Hull
    Qualification title: BSc (Hons) Paramedic Science
    Duration: Three years full-time

    Purpose:
    The qualification prepares learners for practice as paramedics by combining classroom-based theory, simulated practice and clinical placements. Learners develop the knowledge and skills required to provide front-line emergency and urgent care, assess and stabilise patients at the scene of accidents or emergencies, and apply clinical practice in line with professional standards. The course includes emergency medical care, patient assessment, clinical decision-making, professional practice, communication, anatomy and physiology, and practice-based learning with ambulance and healthcare partners.

    To meet HCPC requirements, this is a full-time three-year qualification. This is organised over 45 scheduled weeks of study and three trimesters per year, with additional time scheduled for assessment and holidays.

    The health courses use a mix of practical, oral, and reflective assessments to prepare you for real clinical practice. This could include the standard essays and exams, but also include hands-on exams like OSCEs, spoken assessments such as vivas, and ongoing placement tracking through an e-portfolio - each designed to test not just what you know, but how you apply it in real-world healthcare settings.

    Qualification structure
    Modules:
  • Clinical Practice Education 1
  • Introduction to Evidence-Based Practice
  • Anatomy and Physiology
  • Foundations of Professional Practice
  • Applied Anatomy and Physiology
  • Introduction to Pre-hospital Care
  • Pathophysiology
  • Research Methods

    Similarities:
  • The South African (SA)and the United Kingdom (UK) are broadly comparable because both prepare learners for professional paramedic or emergency care practice through a combination of theory, clinical skills, simulated learning and workplace-based practice.
  • Both qualifications prepare learners to practise as emergency care or paramedic professionals.
  • Both include anatomy, physiology, pathophysiology, patient assessment, clinical decision-making, professional practice, communication and evidence-based practice.
  • Both use practical and clinical assessment methods, including simulated and workplace-based learning.
  • Both are aligned to professional practice requirements and support registration or recognition by the relevant professional body.

    Conclusion:
    The Professional Degree compares favourably with world's best practice as represented by the United States qualifications, while leading the way on the African continent for establishing standards for the equivalent of a emergency medical care practitioner. 
    		•

    ARTICULATION OPTIONS 
    The qualification offers the following articulation options.

    Horizontal articulation:
  • Postgraduate Diploma in Emergency Care, NQF 8.

    Vertical articulation:
  • Bachelor of Health Science in Emergency Medical Care, NQF Level 8.
  • MPhil Emergency Medicine, NQF 9.

    Diagonal Articulation:
    None 
    		•

    MODERATION OPTIONS 
    N/A. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Recorded in 2015. 

    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. Cape Peninsula University of Technology 


    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.