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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Emergency Medical Care 
SAQA QUAL ID QUALIFICATION TITLE
97781  Diploma in Emergency Medical Care 
ORIGINATOR
University of Johannesburg 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 240)  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  252  Not Applicable  NQF Level 06  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   2032-06-30  

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:
This qualification is a mid - level health worker qualification and recognises the key competences required of Emergency Care Technicians (ECTs) who are able to work both independently and under supervision in a variety of contexts. This qualification will be particularly useful in assisting learners after completion to be able to:
  • Demonstrate an understanding of the South African Health Care system.
  • Apply the principles of occupational health and wellness.
  • Apply knowledge and understanding of human anatomy, physiology and bioprocesses relevant to ECTs.
  • Care for and operate equipment and resources required to render emergency care and rescue within the ECT scope of practice.
  • Perform appropriate clinical assessment and diagnostics skills.
  • Perform clinical, procedures, skills and treatment interventions within the ECT scope of practice.
  • Integrate and apply knowledge and understanding of pathology to make informed decisions and clinical judgments in relating to treatment.

    Rationale:
    This qualification is designed to produce a mid - level health worker who is able to provide emergency care services primarily within South Africa, in contexts that range from rural disadvantaged communities to sophisticated, highly developed urban areas. In addition, this qualification aims to produce a competent mid - level health worker who will take cognisance of South African history and be able to adapt to the unique circumstances of a changing South Africa with emphasis on equity in health care and reduction of burden of disease.

    The Diploma in Emergency Medical Care defines the competences needed by the Emergency Care Technician (ECT). The qualification also provides the necessary foundational knowledge, skills and insights needed to form a platform for further study in the field of Emergency Care. The qualification is thus designed to enable learners to pursue further personal and professional development and to promote life-long learning.

    The Minister of Higher Education and Training in the green paper acknowledges a criticism of the old HEQF has been the absence of a two - year Diploma and that diplomas such as this are strongly advocated by the Health Professions Council of South Africa (HPCSA) and its boards. Therefore the introduction of this two-year mid - level health worker qualification in Emergency Care Technology may be seen as a response to changed requirements at national level with regard to Higher Education qualifications for the health sector.

    In support of the imperatives of the National Department of Health, the Health Professions Council of South Africa (HPCSA) determine standards of professional education and training, and set and maintain excellent standards of ethical and professional practice. The HPCSA is the legislated registering body for health professionals, review of health care qualifications with a view to ensuring their compliance with national requirements.

    Regulations relating to the qualification have already been promulgated and registers for the registration of graduates from this 2 year mid - level worker qualification and the 4-year professional Degree for Emergency Care have been opened at the HPCSA.

    Learners who exit the old National Diploma and Bachelor of Technology in Emergency Medical Care - boast a 100% employment rate, partly due to the national and international need for Emergency Care practitioners. The intended phasing out of short course training and introduction of this qualification by National Health and the HPCSA will ensure a sustained demand for suitably qualified practitioners in both the medium and long term.

    Benefit to individual holders of the qualification:
    This qualification provides an entry point for persons wishing to embark on a career in the emergency care profession. The qualification also serves as a vehicle for self - development of persons already working in the emergency services sector who wish to improve their qualifications as well as those who may not hold NQF aligned qualifications. The qualification provides for holistic development of individuals whilst providing them with the competencies required to functioning independently and as a member of the emergency care team.

    Benefit to the profession:
    This qualification is of benefit to the emergency and health care profession in that it:
  • Provides a consistent and coherent foundation for evidence based practice at a mid - level worker level and allows for progression within the emergency care profession in the context of a national qualifications framework.
  • Provides a means for the critical function of formal certification and registration within the profession, thus ensuring society is served by competent professionals registered Emergency Care Technicians.
  • Legitimise the ECT mid-level worker scope of practice in particular, and that of the profession as a whole.
  • Provides a comparable benchmark within the health professions.
  • Will lead to a reduction in the burden on other health structures and practitioners.
  • Will lead to a reduction in the number of disciplinary occurrences that take place due to inadequate or inappropriate training.
  • Will promote emergency care as a recognised and preferred career option.
  • Will help in the planning, implementation and monitoring of continuing professional development.
  • Provides a more equitable basis for remuneration.
  • Will enhance the societal image of the profession through improved quality of emergency care services.

    In addition, employers of Emergency Care Technician graduates will benefit through enhanced efficiency, effectiveness and productivity.

    Benefit to society:
    The key benefits to society are:
  • Patients are served by competent Emergency Care Technicians, thus increasing their chances of survival and recovery.
  • There will be a reduction in the cost of health care and hospitalisation through the more efficient use of resources.
  • Society will be served by more efficient and effective service delivery.
  • The country will be served by a broad reserve of competent individuals.
  • Given South Africa's role as one of five developing nations, this qualification will provide a benchmark for the continent.

    The qualification provides a step towards world-leading practice in EMS. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of prior learning (RPL) will take place in the context of institutional and faculty policies. Previous clinical learning experience will also be considered for RPL provided that it will not have a negative impact on academic standards or the quality of qualification delivery. The Faculty has, for example, admitted mature paramedics with recognised/acknowledged expertise even if they might not have met all the academic criteria for admission. Should this be possible within the parameters of existing RPL policies this kind of procedure will be continued on a case by case basis.

    RPL will be managed on an individual basis and via the submission of a portfolio and in compliance with the PRL policy of the Institution. RPL holders of short course emergency care qualifications may receive recognition for prior learning where applicable.

    Entry Requirements:
    The minimum admission requirement is:
  • Senior Certificate (SC).
    Or
  • National Senior Certificate (NSC) passed with Diploma studies.
    Or
  • National Certificate Vocational (NCV). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 5 and 6 totalling 252 Credits.

    Modules at NQF Level 5 (132 Credits):
  • Emergency Care I Theory, 24.
  • Emergency Care I Practical, 12.
  • Basic Sciences (Physic and Chemistry), 12.
  • Foundations of Professional Practice, 12.
  • Mental Health and Wellness, 6.
  • Anatomy and Physiology, 24.
  • Motor Vehicle Rescue, 12.
  • High Angle I, 12.
  • Fire Search and Rescue, 12.
  • End user computing, 6.

    Modules at NQF Level 6 (120 Credits):
  • Clinical Practice I, 30.
  • Emergency Care II Theory, 36.
  • Emergency Care II Practical, 12.
  • Clinical Practice II, 36.
  • Primary Health Care, 6. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Articulate an understanding of the South African Health Care system including the role and placement of the emergency services within the broader health sector.
    2. Apply the principles of occupational health and wellness including the identification and management of stress and burnout in oneself and others.
    3. Apply knowledge and understanding of human anatomy relevant to ECTs.
    4. Apply an understanding of physiology and bioprocesses relevant to ECTs.
    5. Apply the principles and theories of basic health sciences underpinning emergency care to the provision of emergency care and rescue.
    6. Care for and operate equipment and resources required to render emergency care and rescue within the ECT scope of practice.
    7. Perform appropriate clinical assessment and diagnostics skills.
    8. Integrate and apply knowledge and understanding of pathology to make informed decisions and clinical judgments in relating to treatment.
    9. Perform clinical, procedures, skills and treatment interventions within the ECT scope of practice.
    10. Document and communicate clinical information and patient care records. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The role, function, challenges, goals and strategies of the National Department of Health are correctly described and discussed.
  • The different tiers and levels of health care delivery in South Africa are correctly described.
  • The EMS is correctly described in terms of structure, funding, role and function, both public and private, within the South African context.
  • Explanations are correctly provided of the interdependence and interrelationships occurring between EMS and other Allied Health Care structures.
  • Members of the health care team are correctly identified and explained in terms of key roles and responsibilities and the inter-relationships between them.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The need for mental wellness on the part of the emergency care provider is correctly explained by highlighting its role and importance, with particular reference to the impact on job effectiveness.
  • Techniques are correctly described to identify and manage own stress and stressful situations.
  • Personal stress disorders and stress factors are correctly identified based on an accurate reading of symptoms and patterns.
  • Methods for dealing with medical waste, disinfection procedures and infection control are correctly demonstrated and or explained in line with established protocols.
  • Possible hazards within the emergency service environment are correctly identified in terms of their sources, impact and means for preventing or minimising their negative impact.
  • Scene hazard control is correctly carried out in line with established procedures.
  • Strategies for dealing with bystanders and crowds are correctly discussed and appropriately applied.
  • Methods for maintaining personal safety are correctly identified and demonstrated through appropriate risk assessment, scene assessment, decision making and option taking.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The thorax is correctly explained in terms of its composition, general form, spatial orientation, structures and position of the cavities.
  • Explanations of the normal abdominal anatomy are correctly provided together with an ability to integrate surface topographical and clinical anatomy of the abdomen to patient assessment and care.
  • The pelvis is correctly explained in terms of its structure and contents, with particular attention to gender.
  • The structures of the lower extremity are correctly explained in terms of composition and relative position.
  • The structures of the upper extremity and back are correctly explained in terms of composition and relative position.
  • The structures of the head and neck are correctly explained in terms of composition and relative position to demonstrate an ability to integrate surface topographical and clinical anatomy.
  • The anatomical differences between adults and children are correctly described consistent with prevailing theories.
  • The anatomical adaptations to pregnancy are correctly explained in line with prevailing theories.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The organisation of the body is correctly explained with respect to the cellular physiology, the tissue physiology, the major systems, homeostasis and feedback.
  • Physiology of the human body is correctly explained in terms of the principles of support and movement.
  • The control systems of the body are correctly explained in terms of the nervous and endocrine components.
  • The special senses are correctly explained in terms of function.
  • The following systems are correctly explained in terms of functioning:
    > The nervous system.
    > The cardiovascular system.
    > The lymphatic system and immunity.
    > The respiratory system.
    > The digestive system.
    > The reproductive system.
    > The integumentary system.
    > The muscular - skeletal system.
    > The urinary system.
  • The fluid, electrolyte and acid - base dynamics are correctly explained with reference to impact on human physiology.
  • The key principles of microbiology are correctly explained and applied to emergency medical care contexts in general, with particular reference to communicable diseases and infection control:
    > Gross Classification System of applicable micro - organisms.
    > Modes of transmission.
    > Applied basic hygiene and protective measures.
    > How micro - organisms are destroyed.
    > Infection control measures, including basic elements of Epidemiology.
  • The physiological differences between adults and children are correctly described consistent with prevailing theories.
  • The physiological adaptations to pregnancy are correctly explained in line with prevailing theories.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • The following key principles of chemistry are correctly explained and applied to emergency medical care contexts:
    > Foundational chemistry (matter, atomic structure and chemical bonding).
    > Chemical equations and reactions.
    > Acids, bases and salts.
    > Radioactivity.
    > Properties of specific gases.
    > Water and solutions.
    > Organic chemistry.
    > Biochemistry.
  • The following key principles of physics are correctly explained and applied to emergency medical care contexts:
    > Basic measurement.
    > Mechanics.
    > Fluids.
    > Heat.
    > Electricity and magnetism.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Emergency vehicles are correctly identified according to specific tasks within the emergency care environment.
  • The emergency vehicle is set up ergonomically and maintained in a state of constant readiness. Vehicle problems are identified and reported according to local operational procedures.
  • Emergency equipment is correctly checked with required regularity and is maintained in a clean, disinfected and ready state at all times as per local procedures. Troubleshooting of equipment failure is successful in identifying problems, and appropriate actions are taken to address identified problems according to local procedures.
  • Emergency equipment is correctly identified and described in terms of indications, contra - indications, precautions, complications, use and, where applicable, assembly.
  • Vehicles are operated with due respect for other road users and in compliance with the Road Traffic Act and prevailing road conditions. The vehicle is controlled under operating conditions, with effective use of warning devices and with due respect and safety for other road users.
  • The correct procedures relating to registration, modification and marking of emergency service vehicles are explained as per the regulations.
  • The relevant legislation is described as it relates to emergency vehicles responding to incidents, and transporting patients and or pressure cylinders.
  • Navigation is carried out effectively using appropriate navigational tools.
  • Procedures to be followed should a vehicle become involved in an accident are explained and or demonstrated in line with relevant legislation.
  • Communication devices are used according to established protocols to ensure effective communication.
  • A variety of communication devices are compared to identify their fundamental components, principles of operation, advantages and disadvantages.
  • Emergency care equipment related to the care of ill or injured patients is explained in terms of function, storage, maintenance and use.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The pathogenesis of disease applicable to the ECT is correctly described and explained in relation to the anatomy and physiology of the applicable systems.
  • The pathophysiology of disease processes are correctly explained in terms of obstetrics and paediatric patients.
  • Clinical decision - making is appropriate to the presenting condition.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Patients are correctly assessed in a pre-hospital emergency context consistent with the scope of practice of an Emergency Care Technician.
  • Assessment is carried out in a manner that is professional and consistent with principles of medical history taking.
  • Assessments are carried out in accordance with accepted medical principles of physical examination within the ECT scope of practice.
  • Clinical assessments successfully identify life threatening symptoms/conditions.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The pathogenesis of disease applicable to the ECT is correctly described and explained in relation to the anatomy and physiology of the applicable systems.
  • The pathophysiology of disease processes are correctly explained in terms of obstetrics and paediatric patients.
  • Clinical decision - making is appropriate to the presenting condition.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Treatment is supported by sound clinical decision making and is applicable to the identified disorders/conditions.
  • Transportation is provided to the appropriate facility.
  • Patients are managed in a pre-hospital emergency context consistent with the scope of practice of an Emergency Care Technician.
  • Acute life-threatening medical and/or trauma related disorders are properly detected based on an applied understanding of the basic pathophysiologies behind common medical and trauma related disorders.
  • Correct decisions on treatment are taken, based on and validated by, history taking and appropriate patient assessment.
  • The need for a higher level of clinical competencies is correctly identified.
  • Life support interventions and emergency care for adults, children and neonates are explained and applied in line with currently accepted theory and principles and the acceptable code of practise and protocols defined by the Professional Board for Emergency Care Practitioners (PBECP).
  • Sterility and Infection control is correctly executed in line with organisational requirements.
  • Integrated patient care is correctly demonstrated in simulated patient scenarios.
  • The assessment and treatment of patients are correctly explained and demonstrated within the scope of practice of the Emergency Care Technician with reference to the various body systems.
  • All clinical interactions and practices are in line with the provisions of the ECT scope of practice and ethical rules of the HPCSA and professional associations.
  • Consultation with and referral to the health care team is carried out when necessary and appropriate. The patient and family are included as integral members of the health care team as and when possible.
  • Principles of pharmacology as applied to the emergency care technician are described in terms of the following:
    > Mechanisms of drug action.
    > Pharmacokinetics.
    > Routes of drug administration.
    > Drug interactions and adverse drug reactions.
  • Medications are correctly administered within the scope of practice of the ECT.
  • The treatment of obstetrics cases, neonates and paediatric patients is correctly explained and demonstrated within the scope of practice of the Emergency Care Technician.
  • The treatment of environmental emergencies is explained and demonstrated within the scope of practice of the Emergency Care Technician.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • The medical legal implications and importance of accurate record keeping is correctly described.
  • Report writing and administration is comprehensive, comprehensible, accurate, relevant, up to date and compliant with organisational requirements.
  • Language conventions, textual features and style of recording are appropriate for specific and workplace purposes.
  • Patient hand over to other professionals/services is correctly carried out in line with local protocols and procedures.
  • Records provide accurate details of the patient information, assessment and treatment.

    Integrated Assessment:
    Assessment is an integral part of the teaching and learning process and is systematically and purposefully used to generate data for grading, ranking, selecting and predicting, but also to provide timely feedback on learner performance that should inform teaching methods and curriculum design. Assessments are informed by module outcomes as well as by the nature of the knowledge area or skills that are being assessed, e.g. written tests to assess cognitive processes/skills and/or knowledge of theory and OSCE or simulations to assess psychomotor and/or clinical skills.

    Learner's progress is monitored by means of continuous assessment and their performance assessed at various formative points in the qualification. In the case of continuous assessments, rules are in place regarding eligibility for supplementary assessments in the case of learners not passing one of the formative assessments. For summative assessment, especially where more than one marker is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures. 
    		•

    INTERNATIONAL COMPARABILITY 
    Comparison with US qualifications:
    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.

    The USA has been a world leader in establishing EMT standards since 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. Learners follow the one - year paramedic program, which consists of classroom instruction, clinical, field, and skills training. Successful completion of the program prepares learners 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.

    In addition to EMT courses learners also take courses such as:
  • English Composition.
  • Modern College Mathematics or Introduction to College Algebra and Trigonometry.
  • Principles of Ethics.
  • On Being a Supervisor.
  • Anatomy and Physiology for Paramedics.
  • Computing Concepts and Applications.
  • Introduction to Human Communication.
  • Managing the Emergency Medical Service Paramedic.
  • Fire Education and Public Relations.

    Other institutions in the USA offer medical qualifications such as the 4 year Bachelor of Science in Emergency Medical Services (BSEMS). The focus of comparison concentrated at the similar emergency medical services qualification at an equivalent level.

    The South African National Certificate in Emergency Care Fundamental, Core, and Elective required courses are very similar to a 2 year qualification in the USA. Educational institutions offering an EMT - P certificate 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 qualifications.

    The United States Department of Transportation National Highway Traffic Safety Administration states that a paramedic qualification 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 learner is serving as a competent, entry level practitioner. The South African qualification has the same components as the USA's National Curriculum for EMT - P qualifications such as:

    Preparatory:
  • EMS Systems/ The Roles and Responsibilities of the Paramedic.
  • The Well-Being of the Paramedic.
  • Illness and Injury Prevention.
  • Medical/Legal Issues.
  • Ethics.
  • General Principles of Pathophysiology.
  • Pharmacology.
  • Venous Access and Medication Administration.
  • Therapeutic Communications.
  • Life Span Development.

    Airway management and ventilation medical:
  • Pulmonary, Cardiology.
  • Neurology, Endocrinology.
  • Allergies and Anaphylaxis.
  • Gastroenterology, Renal/Urology.
  • Toxicology, Hematology.
  • Environmental Conditions.
  • Infectious and Communicable Diseases.
  • Behavioral and Psychiatric Disorders.
  • Gynaecology, Obstetrics.

    Patient assessment:
  • History Taking.
  • Techniques of Physical Examination.
  • Patient Assessment.
  • Clinical Decision Making.
  • Communications and Documentation.

    Trauma:
  • Trauma Systems/Mechanism of Injury.
  • Hemorrhage and Shock, Burns.
  • Soft Tissue Trauma.
  • Head and Facial Trauma, Spinal Trauma.
  • Thoracic Trauma, Abdominal Trauma.
  • Musculoskeletal Trauma.

    Special considerations:
  • Neonatology, Paediatrics.
  • Geriatrics.
  • Abuse and Assault.
  • Patients with Special Challenges.
  • Acute Interventions for the Chronic Care Patient.

    Assessment based management:
    Operations:
  • Ambulance Operations.
  • Medical Incident Command.
  • Rescue Awareness and Operations.
  • Hazardous Materials Incidents.
  • Crime Scene Awareness.

    Clinical/field requirements:
    Objectives for the USA's National Curriculum: EMT - P programmes are available.

    In the United States, EMT - P certificate, associate, and Bachelor Degree learners are not required to study "how to provide emergency care within a military environment". However this is an elective within the South African qualification and training is provided specifically by the military to military personnel.

    EMT 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 qualification is also compared to the training offered to the United Arab Emirates by different governmental agencies contracted with companies from different countries such as the USA, Germany, Canada, UK, Australia, and Saudi Arabia.

    Conclusion:
    The Diploma in Emergency Medical Care 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 mid - level worker. 
    		•

    ARTICULATION OPTIONS 
    Learner mobility vertical and horizontal articulation within the field of Health Sciences and Emergency Services is possible.

    Further Horizontal articulation is limited to health science - related Credits in common with other health-related fields:
  • Advanced Certificate in Technical Rescue Operations, at NQF Level 6.

    Vertical articulation:
  • Professional Bachelor Degrees in Emergency Medical Care, at NQF Level 8.
  • Bachelor of Medicine and Bachelor of Surgery, at NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


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


    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.