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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Pharmacy 
SAQA QUAL ID QUALIFICATION TITLE
72844  Bachelor of Pharmacy 
ORIGINATOR
University of KwaZulu-Natal 
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-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the qualification is to scientifically educate and equip pharmacists with the necessary knowledge, specific skills and applied competencies to enable them to make, as a member of the health care team and in accordance with the demands of the day, the needs of society and international standards, an essential contribution towards the promotion of the health of the people of the Republic of South Africa. This educational path provides in-depth knowledge of pharmaceutical sciences, preparing individuals for diverse career opportunities. Continuous learning is integral to the pharmacy profession, keeping practitioners informed about evolving healthcare trends. In addition to intellectual and professional rewards, a pharmacy career brings personal satisfaction by improving lives and making independent decisions. Prospective learners, interested in the Health Sciences may want to enrol for this qualification.
Pharmacists play a crucial role in healthcare, from community pharmacies to hospitals and research labs, contributing to innovation and patient well-being. Pharmacists have a signifi-cant impact on patient health, ensuring safe medication use and better treatment outcomes. Their collaboration with other healthcare professionals' results in holistic and patient-centred care. They provide vital consultation services to ensure pharmaceutical drugs are used safely. Pharmacy graduates can work face-to-face with patients in a clinic or hospital, or use their expertise as a research scientist, helping to research and develop new drugs.

A qualified learner will be able to:
  • Apply profession-specific knowledge, clinical skills and professional attitudes in their provi-sion of evidence-based, patient-centred care (healthcare practitioner)
  • Communicate effectively and humanely with patients, their families and other healthcare professionals and the community through a variety of means, in order to gather and deliver information respectfully and in culturally and contextually appropriate ways(communicator)
  • Understand and respect the roles of other members of the healthcare team and work effec-tively with them in order to achieve the best possible outcome for the patient, family and community (collaborator)
  • Effectively run a practice, navigate a career as practitioner or academic and work effectively within a healthcare system towards quality-and systems improvement (manager /leader)
  • Use their own expertise and influence ethically and responsibly to advance the health and well-being of individuals, communities and populations at all levels (health advocate)
  • Demonstrate a life-long commitment to reflective learning in order to maintain and enhance professional competence (scholar)
  • Abide by professional codes of conduct, have high personal standards of behaviour, be committed to their own health and sustainable practice, and apply sustainable self-care with the aim of maintaining their own physical, psychological, social and spiritual well-being (pro-fessional)

    In addition, graduate attributes including accountability, management of learning and access-ing, managing and processing information as well as acquisition of research skills will be inte-grated in the learning process

    Rationale:
    South Africa presently has approximately 7700 practising pharmacists of whom only about 1270 are active in the public sector, serving more than 37 million people. Presently, all the pharmacy schools together, and all operating at full capacity, annually produce fewer than 400 pharmacists. By offering this qualification the University of KwaZulu-Natal will continue to con-tribute to producing qualified Pharmacists for the workplace.

    As only a few institutions offer Pharmacy, the training of pharmacists is of paramount im-portance to meet the needs of the country. This qualification will participate in continuous per-sonal intellectual and professional development, thereby contributing towards providing the country with adequate numbers of competent pharmacists.

    Most learners who enrol for this qualification will be school leavers who meet the requisite entry requirements. Graduates will occupy positions as health care practitioners in Pharmacy in private and public health care facilities. Completion of the degree provides the minimum requirement to prepare for registration as a pharmacist following successful completion of the internship.

    The South African Pharmacy Council (SAPC) is the accrediting body for this qualification. The SAPC will conduct a review of the qualification every 5 years to ensure that all accreditation criteria are met. The SAPC is responsible for the endorsement of the qualification. All qualifying learners who wish to practice as pharmacists are required to register with the South African Pharmacy Council. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In terms of the UKZN RPL Guidelines (2024), RPL may be used in this programme:

    For access: to enable an applicant who does not have the normal entry requirements, to access an undergraduate qualification by recognising relevant prior learning obtained through formal, informal or non-formal means;
    For exemption: to recognise that a learner has sufficiently mastered the content and achieved the learning outcomes of a module through prior formal or non-formal means, for them to be exempted from that module without credit (Rule GR8a);

    As per the CHE Policy on the Recognition of Prior Learning (2016):
    In higher education, exemption from modules or courses does not translate to Credits being awarded for those modules or courses. No Credits should therefore be awarded for the mod-ules or courses that a learner is exempted from doing on the basis of RPL

    Where modules in a qualification are exempted on the basis of RPL, the learner must take additional modules to ensure the total Credits required for the qualification are obtained. RPL seeks to achieve inclusion and to overcome a variety of barriers to access and success in higher education and hence should be premised on overcoming possible barriers to higher education studies for those people who lack the formal prerequisites.

    The implementation of RPL is context-specific in terms of discipline, programme and level.
    The learning (prior knowledge, skills and competencies) assessed must be related to the pur-pose for which the recognition is required, and must be sufficient and current.
    Learning must be assessed against the learning outcomes of specific qualifications and/or modules and not solely the content. It must be evidence-based and recognise the learning from the experience, not the experience on its own.
    Full qualifications may not be awarded solely on the basis of RPL, and RPL cannot be used to grant a learner exemption from more than 50% of the modules required for the qualification.
    Normally, not more than 10% of a cohort of learners in a programme may be admitted through a formal RPL process.
    Quality assurance procedures that guarantee the integrity and credibility of the assessment must be in place.

    Assessment criteria for RPL is undertaken within the school as the disciplinary expertise of academic staff plays a crucial role in assessing the learning achieved by RPL. Assessment tools must be fit-for-purpose and aligned to the qualification/module outcomes. In assessing applicants with a qualification at a lower NQF level than that required for admission to a postgraduate qualification, the level descriptors of the NQF level of the current qualification should be considered in relation to those of the qualification required for admission, and an assessment made on whether the prior learning addresses the difference in descriptors between the two levels.

    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. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Quali-fications Framework Levels 5,6 ,7 and 8 totalling 512 Credits.

    Compulsory Modules, NQF Level 5, 112 Credits
  • Introductory Biology for Health Sciences, 16 Credits
  • Mathematics for Natural Sciences, 16 Credits
  • Pharmaceutical Chemistry 1, 16 Credits
  • Intro Physics for Life Sciences & Agriculture, 16 Credits
  • Introduction to Pharmacy, 16 Credits
  • Health and Illness Behaviour, 16 Credits
  • Pharmaceutical Chemistry 2, 16 Credits

    Elective Modules, NQF Level 5, 16 Credits (Choose One) *
  • Basic isiZulu languages Studies A, 16 Credits
  • Academic Writing, 16 Credits
    *Take ZULN101 if (Non-Nguni speaker (Xhosa, Zulu, Swati, Ndebele) or ZULM105 if (Nguni speaker (Xhosa, Zulu, Swati and Ndebele speaking learners)

    Compulsory Modules, NQF Level 6, 128 Credits
  • Homeostasis, 16 Credits
  • Introduction to Anatomy and Neuroanatomy, 16 Credits
  • Physico-chemical Principles for Medicines, 16 Credits
  • Pharmaceutical Chemistry 3, 16 Credits
  • Integration and Communication, 16 Credits
  • Introduction to Pathology, 16 Credits
  • Design and Manufacturing of Medicines. 16 Credits
  • Introduction to Biochemistry and Pharmacology, 16 Credits

    Compulsory Modules, NQF Level 7, 128 Credits
  • Health Law Ethics, 16 Credits
  • Pharmaceutical Analysis, 16 Credits
  • Pharmaceutical Microbiology, 16 Credits
  • Pharmacology II, 16 Credits
  • Medicinal Chemistry, 16 Credits
  • Pharmaceutical Care, 16 Credits
  • Pharmaceutical Logistics Economics and Management. 16 Credits
  • Pharmacology III, 16 Credits

    Compulsory Modules, NQF Level 8, 128 Credits
  • Biopharmaceutics, 16 Credits
  • Applied Pharmaceutical Care, 16 Credits
  • Pharmacology IV, 16 Credits
  • Pharmaceutics, 16 Credits
  • Natural Products, 16 Credits
  • Pharmacology V, 16 Credits
  • Research Project, 32 Credits 
    		•

    EXIT LEVEL OUTCOMES 
    1. Act as custodian of medicines and control medicines from concept to therapeutic reality by individually or as part of a team, control and organise the development, testing, compounding and packaging of pharmaceutical products.
    2. Manage the logistics of medicines by organising, managing and controlling the acquisition, storage and distribution of pharmaceutical material and products.
    3. Provide pharmaceutical care by accepting co-responsibility for therapeutic outcomes and by being actively involved in the design, implementation and monitoring of pharmaceutical health care planning.
    4. Apply pharmaco-economic knowledge, factors, models, theories and principles in the provi-sion of cost-effective therapy and pharmaceutical services.
    5. Dispense prescribed medicines and ensure its optimal use by means of supervision, con-trol, and provide advice to the patient and the health care professions.
    6. Provide pharmacist-initiated care to the patient and ensure the optimal use of medicines.
    7. Provide essential clinical services, including screening tests and referral to other members of the healthcare team.
    8. Provide education and information on health care and medicines by scientifically conveying information verbally, in writing and electronically.
    9. Promote community health and provide related information and advice.
    10. Serve fellow human beings with an attitude of altruism and a sense of responsibility and empathy by efficiently and effectively employing science and technology in a responsible manner towards the environment, oneself and others.
    11. Identify, evaluate, formulate and solve problems creatively and innovatively in practice setting by using applicable literature, ready knowledge and laboratory techniques.
    12. Demonstrate subject knowledge, as well as insight into the encyclopedia and continuity of science and acknowledge that problem-solving does not exist in isolation.
    13.Demonstrate entrepreneurial skills,
    14.Demonstrate the ability to develop own scientific and professional knowledge, skills and abilities as a life-long learner to a become a competent professional. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Design, manufacture and test new drugs as part of a team.
  • Design and test new pharmaceutical products and dosage forms.
  • Develop, manufacture, test, register, compound, pack and store pharmaceutical products.
  • Manage, organise and control such processes.

    Associated Assessment Criteria for Exit Level Outcome 2
  • Describe sources and procedures for supplying medicines in the public and private sector.
  • Describe the storage of medicines, including drug stability and the kinetics of drug degradation in specific case studies.
  • Explain medicine distribution systems, prevention of degradation, maintenance of integrity and the cold chain, and the scientific and pharmaceutical principles involved in specific case studies.
  • Discuss relevant legal requirements and good pharmacy and distribution practices

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Develop a pharmaceutical care plan for an individual patient in a case study and then describe the implementation and monitoring of the plan as well as the principles involved.
  • Discuss the drug action in the human body, side effects, contra-indications and the principles involved.
  • Identify drug-related problems and then discuss the prevention of these problems.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Discuss the impact of pharmaco-economic theories, principles and models on the provision of cost-effective pharmaceutical services.
  • Apply these theories, principles and models in typical South African case studies.
  • Managing the pharmaco-economic factors governing cost-effective therapy and the provision of pharmaceutical services.
  • Conduct a consumer evaluation investigation on the provision of pharmaceutical services.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Read and interpret prescriptions
  • Discuss and apply applicable pharmaceutical and pharmacological principles
  • Apply legal and ethical requirements and good pharmacy practice.
  • Discuss the control of medicine storage requirements in case studies.
  • Discuss and evaluate the desired outcomes in the therapeutic treatment of various diseases
  • In a given case study advise a patient and a medical practitioner on the optimal use of the prescribed medicine.
  • Discuss and administer the control of medicine.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Record an anamnesis.
  • Identify and discuss symptoms and signs and the causes of diseases and social factors affecting it.
  • Perform physical examination methods (under supervision) on the primary health care level.
  • Treat diseases (under supervision) on the primary care level in accordance with the Standard Treatment Guidelines of the South African Essential Drug Programme for Primary Care.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Measure blood pressure, interpret it, advise the patient and apply sound clinical and scientific judgement for referral to medical practitioners.
  • Perform and interpret applicable screening tests, and advising the patient in accordance with pharmacy practice principles where applicable.
  • Communicate findings and advice to the health care team and the patient.
  • Discuss the patient's concerns with him/her.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Educate patients and the general public by verbally discussing information on health care to individual patients, the general public and health professions.
  • Educate patients and the general public by designing posters with information on health care.
  • Effectively use drug information sources and information systems.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Promote community health by giving information and advice verbally and non-verbally (using posters) and providing information and education to the patient and members of the health care team.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Discuss the application of ethical and professional norms and values in the provision of pharmaceutical services.
  • Demonstrate the ability to integrate science and technology in promoting the health of individuals and society.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Identify scientific/health care problems
  • Consult scientific and professional literature for information on these identified problems
  • Apply laboratory research techniques to solve the problems and write reports on the results

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Explain concepts relevant to the discipline
  • Apply subject knowledge by integrating interdisciplinary perspectives
  • Examine the interconnectedness of scientific principles in real-world problem-solving scenarios

    Associated Assessment Criteria for Exit Level Outcome 13
  • Identify factors to develop and conduct a business.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Engage in continuous learning and professional development activities
  • Learn independently to acquire new scientific knowledge
  • Apply new scientific knowledge, skills, and abilities to enhance professional competence.

    INTEGRATED ASSESSMENT
    Assesses the ability to utilise the fundamental body of knowledge and skills appropriately for the provisions of quality eye care within various contexts of service delivery. Formative and summative assessment strategies used throughout the qualification to ensure that exit level & critical cross field outcomes are met.

    Formative Assessment:
    Examples are: assignments, written tests, clinical performance, oral case presentation, laboratory practical's and clinical patient assessments.

    Work Integrated Learning (WIL) forms the basis of clinical training during the third and final year levels at community and hospital pharmacies and hospital wards. Assessment is done via written reports.

    Summative assessment:
    Written examination, practical (OSPE's) and oral examinations.
    Summative assessment for exit module: written examination, oral examinations and OSPE's examined by National external examiners. 
    		•

    INTERNATIONAL COMPARABILITY 
    The two qualifications selected for comparison with this qualification are: Bachelor of Pharmacy, DIT University, India and Bachelor of Pharmacy, University of Auckland, New Zealand. All three qualifications have a duration of four years and have substantive work-integrated learning components.

    The purpose of the two selected qualifications is similar to the purpose of this qualification in that the curricula provide a solid foundation in the principles and practices of pharmacy. This ensures that learners gain a broad understanding of the different facets of pharmacy and are well-equipped to handle the responsibilities of a professional pharmacist. Learners develop the patient assessment, clinical and professional skills necessary for effective interaction with other health professionals, patients and the public.

    Entry requirements:
    The entry requirements for the two selected qualifications are different to that of the South Af-rican qualification. At DIT, entrance is primarily offered through entrance examinations/merit based. There is no direct entry from secondary school into the Bachelor of Pharm offered by the University of Auckland. Applicants have to complete a first year of the general BSc or the BSc in Health Sciences. Furthermore, selected candidates will be interviewed before final se-lection.

    Qualification structure:
    The curricula of the three qualifications share many similarities.
    They encompass a diverse range of subjects. While the Bachelor of Pharm offered by SA and DIT University include biological science course and mathematics, learners in the Bachelor of Pharm offered by the University of Auckland have already completed these courses in the first year BSc. The core pharmacy courses are similar. The Bachelor of Pharm offered by the SA institution and University of Auckland include a research project. Work-integrated learning is core to all three qualifications. Learners gain experience in the workplace, and this enables the development of crucial skills needed for drug formulation, quality control and patient care.

    Articulation:
    The Bachelor of Pharm offered by DIT University articulates to a Master of Pharmacy; the BPharm offered by the University of Auckland articulates to a Master of Clinical Pharmacy or a Master of Health Sciences, while this qualification articulates to the Master of Pharmacy or a Master of Health Sciences. 

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Horizontal articulation is not possible for this qualification.

    Vertical Articulation:
  • Master of Pharmacy.

    Diagonal Articulation:
    This qualification may articulate diagonally to a Master of Health Sciences. Diagonal articulation to the OQSF is not possible as there are currently no NQF level 9 OSQF qualifications, although this may change in future. 
    		•

    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 Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 KwaZulu-Natal 


    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.