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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Philosophy in Community Paediatrics 
SAQA QUAL ID QUALIFICATION TITLE
122309  Master of Philosophy in Community Paediatrics 
ORIGINATOR
University of Cape Town 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0724/24  2024-06-04  2027-06-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-04   2031-06-04  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Master of Philosophy in Community Paediatrics is to strengthen child health services and programmes and improve the health outcomes for children by providing doctors sub-specialising in Community Paediatrics with specialised knowledge, understanding and skills.

The qualification will target paediatricians who want to sub-specialise in community paediatrics and will work for two years at an accredited training site attached to the institution.

The qualification will:
  • Deepen and advance, using an evidence-based and experiential approach, specialised knowledge, understanding and skills in community and general paediatrics of paediatricians working at primary and secondary levels of care.
  • Educate and train those undertaking the sub-speciality in health systems research so that they can critically evaluate and contribute to knowledge on community paediatrics at an advanced level.
  • Contribute to the knowledge base of a future sub-specialty in community and general paediatrics.

    Rationale:
    In South Africa, the need for a child public health focus is underpinned by an under-five mortality (U5MR) currently estimated at 32 per 1000 live births. Considerable work must be done to reach the third Sustainable Development Goal (SDG) and the U5MR target of <25 per 1000 live births by 2030. Common preventable conditions such as neonatal problems, diarrhoea, pneumonia, malnutrition, and HIV/AIDS are the main contributors to under-five deaths. The main causes of child mortality cover other conditions which are pervasive within communities and impact the quality of life of children, including hunger and food insecurity, chronic disease, disability, child abuse, domestic violence, mental health problems, teen pregnancy, substance abuse and crime.

    A previous survey of paediatricians working at regional hospitals with responsibility for child health services within their catchment area indicated that while they had acquired the necessary clinical skills during their training, there were several gaps in their knowledge which limited the impact of their work at the primary level of care. These included knowledge and skills in teaching and training, health management, policy development, clinical governance, and management of chronic or long-term child health conditions. The qualification intends to address the gap in clinical skills and knowledge.

    The purpose of the qualification is to strengthen and improve the delivery of child health services within the various districts in the country. The qualification was designed to meet the training needs and skills of paediatricians working at regional and district levels who want to subspecialise. The qualification is aligned with the role and functions of the district paediatricians who are part of the District Clinical Specialist Teams (DCSTs) as outlined in the Ministerial Task Team Report of 2011. The core functions of the DCTS are to improve clinical governance to address the poor quality of healthcare, clinical training, communication, monitoring and evaluation and the health outcomes for mothers, newborns, and children in the district. The DCSTs are one of the maternal and child health streams and a core component of the National Department of Health's re-engineering of primary health care strategy.

    Driving this poor state of health are the social and environmental conditions that children are exposed to; currently, 60% live in income-poor households, 30% do not have access to piped water at home, 20% do not have access to sanitation and 18% live in overcrowded households. To ensure that children do not only survive but also thrive within an enabling environment, a shift is required in the training of paediatricians and other healthcare cadres working at the district and regional levels. This includes not only training that ensures the acquisition of clinical skills but also knowledge and skills in child public health. The qualification is intended to address the poor quality of healthcare in hospitals.

    The American Academy of Paediatrics (AAP) defines community paediatrics as having a perspective that focuses on all children in a community, rather than an individual child and considers the influence of social determinants on the health and functioning of children. The AAP integrates clinical practice with the principles of public health to promote the health of children within the context of the family and community, and links community partners to advocate for quality and equitable services for children.

    Currently, community paediatricians and those working in general and community paediatrics make up more than 20% of the paediatric workforce. The community paediatrician works in secondary care and caring for vulnerable families; diagnosing and managing neurodevelopmental and long-term health conditions; and child public health. The model has seen improvements in child health although these gains are being challenged by increasing rates of poverty, inequity, and non-communicable disease. The European Confederation of Primary Care Paediatricians which embodies 20 000 paediatricians from 20 different countries, has developed a curriculum and training programme for primary care paediatricians working in community paediatrics. The development of the qualification incorporated in the curriculum the competencies and knowledge required by the community paediatrics. The qualification was approved by the Health Professions Council of South Africa (HPCSA) for learners wanting to specialise in the field.

    Globally, 90% of children live in low- and middle-income countries (LMIC) and are affected by infectious diseases, malnutrition, an increase in chronic disease, injuries, mental health problems and environmental health issues. Although the number of childhood deaths has been reduced by half, in children under five years, 5.4 million die every year and 43% fail to reach their developmental potential because of poverty and poor nutrition. One of the worst affected regions is Sub-Saharan Africa where the under-five mortality is estimated to be more than 13 times higher than in developed countries (83.1 vs 5.8 per 1000 live births).

    There is a call for paediatricians to work domestically and internationally to improve the health of children globally through cohesive and integrated education and training of the global paediatric workforce. Paediatricians have been earmarked to take on a leadership role in advancing training in child and adolescent health and in ensuring linkages with obstetricians, midwives, and primary care nurses in reducing stillbirths and neonatal deaths. Intersectoral connections need to be forged with education and social services to ensure that the developmental and health needs of school children are met and that vulnerable children are safeguarded. The qualification is structured such that Advocacy and Children's Rights, Child Health Policies and Programmes, Optimising Care for Long-term Health Conditions and Health Management and Leadership are included in the coursework. 
    		•

    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 applicable 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.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Postgraduate Diploma in Community and General Paediatrics, NQF Level 8.
    Or
  • Postgraduate Diploma in Clinical Developmental Paediatrics, NQF Level 8.
    Or
  • Postgraduate Diploma in Child Health, NQF Level 8.
    Or
  • Honours degree, Level 8 in a cognate field
    And
  • Registration as a specialist paediatrician with the Health Professions Council of South Africa (HPCSA). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 9 totalling 180 Credits.

    Compulsory modules, Level 9, 180 Credits:
  • Coursework, 90 Credits.
  • Learning Portfolio, 45 Credits.
  • Research Project, 45. Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a critical understanding and knowledge of epidemiological concepts relating to community paediatrics or child public health.
    2. Demonstrate command of and the ability to design, select and apply appropriate key statistical concepts and creative methods, techniques, processes, or technologies to complex practical and theoretical problems.
    3. Demonstrate specialised knowledge and the application of evidence-based practice.
    4. Demonstrate the ability to use a wide range of specialised skills in identifying, conceptualising, designing, and implementing methods of enquiry to address complex and challenging problems within the Community Paediatrics health systems research.
    5. Demonstrate specialised knowledge and the application of health promotion concepts.
    6. Demonstrate the ability to implement the priority of child interventions at an appropriate level based on the hierarchical relations and address the intended and unintended consequences of interventions within the system.
    7. Demonstrate specialised knowledge and interpretation of child health policies and programmes.
    8. Demonstrate the ability to use a range of advanced and specialised advocating and communication skills for children and discourses appropriate to the community Paediatrics practice and make autonomous ethical decisions which affect knowledge production.
    9. Demonstrate specialised knowledge and skills in health management and leadership.
    10. Demonstrate specialised knowledge of health information systems.
    11. Demonstrate a specialised understanding of adult education principles and facilitation skills.
    12. Demonstrate an ability to operate independently and take full responsibility for managing learning tasks, engage in self-evaluation and learn independently for continuing professional development.
    13. Demonstrate a capacity to take full responsibility for managing learning tasks, to engage in self-evaluation and to learn independently for continuing professional development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Explore approaches to the epidemiology and classification of long-term health conditions and paradigms for continuing care over time.
  • Apply the key principles of epidemiology: concepts, disease causation, study design, measuring disease and diagnostic tests.
  • Develop and implement the guidelines for long-term care and configure health services optimally for long-term health conditions such as child allergy, disabilities, HIV/AIDS, TB and child and adolescent mental health conditions at the primary and secondary levels of care.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Interpret key biostatistical concepts including types of data, measures of spread and central tendency; hypothesis testing, probability values and confidence intervals; and statistical tests.
  • Apply biostatistical concepts when covering the relevant epidemiological units using published research.
  • Interpret and apply statistical concepts to published research and present data in an appropriate format.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Find and critically evaluate reliable sources of evidence, correctly interpret and apply them to specific practice settings for children with long-term conditions e.g., child abuse, disability, HIV etc. and the development of clinical guidelines.
  • Critically appraise systematic reviews.
  • Synthesize, transfer, and use evidence in the implementation of practical paediatric nursing work.
  • Independently examine and assess a patient's need for care, start treatment, and monitor acute and chronic health issues.
  • Promote interaction, communication, and networks, through strong leadership, feedback, monitoring, and evaluation and through an open organizational culture which supports learning and values.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply the concept of health systems research at different levels of the health system; methods in health system research; data collection, analysis, and interpretation.
  • Critically examine different health promotion approaches and strategies linked to child health programmes at the district and regional levels.
  • Discuss an approach appropriate for the implementation and support of child health policies in addressing the priority conditions affecting children at the district level.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Monitor and apply the health promotion concepts and health promotion approaches within the child health context.
  • Identify an important health promotion issue within the district or subdistrict.
  • Develop and implement the health promotion strategy and materials in collaboration with staff to address the issue at a local Community Health Clinic or Clinic.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify and rank priority interventions appropriate for the implementation at the primary and secondary levels.
  • Make significant contributions to team efforts in planning and implementing the interventions.
  • Assess, diagnose, manage and follow-up children with a disability, developmental or behavioural disorder or in need of palliative care.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Interpret the child health policies and programmes and analyse the pattern of child morbidity and mortality locally and globally.
  • Critically interrogate child health policies, programmes and national health policies and assess their implications for child health, and the challenges in child health policy implementation.
  • Interpret and critically evaluate current global and local child health policies and legislation.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Apply comprehensive and specialised knowledge of children's rights to advocate for the realisation of children's rights.
  • Explore and apply the ethical principles and legislation guiding the provision of child health care.
  • Develop an advocacy strategy relating to specific aspects of child health.
  • Develop an advocacy plan and materials on a child health issue for implementation in the district.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Apply management and leadership skills to the health system, health management and leadership practices.
  • Manage change and apply human resource management and financial management. to child public health.
  • Undertake a quality improvement project which focuses on the organisation of services and support systems at the different levels of care.
  • Implement a small win as part of a broader project in the health system.
  • Identify a child health service challenge at the district level and convene a meeting of key members of a multidisciplinary team.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Evaluate the different health information systems, health indicators, and quality improvement in healthcare.
  • Monitor and evaluate the Community Healthcare Programmes.
  • Select, analyse, and interpret health information.
  • Use health information and clinical audits to improve child health services and programmes.
  • Undertake a situation analysis of key health status and service delivery indicators within the district.
  • Present and discuss the situation analysis at a meeting with key stakeholders. Include a plan on how to improve at least two child health indicators.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Apply communication skills, communication theories and intercultural communication.
  • Effectively apply verbal and written communication skills in small and large groups.
  • Present, write and publish health information relevant to own work.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Apply adult education principles to in-service training of health personnel, including doctors and nurses.
  • Apply facilitation skills, active teaching and learning methods and the main principles of feedback and assessment.
  • Train those undertaking the subspecialty in health systems research and contribute to knowledge and research within community paediatrics at an advanced level.
  • Participate in academic clinical ward rounds and academic meetings and contribute to discussions and clinical presentations.
  • Observe and supervise learner's consultations with consultants.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Take full responsibility for managing learning tasks, engage in self-evaluation and learn independently for continuing professional development.
  • Develop a structured learning plan and identify goals and actions on key experiential activities in health management and leadership; health promotion and evidence-based policies; health information systems; communication, education, and training; and advocacy.
  • Reflect on and document the strengths and areas for improvement and progress.

    INTEGRATED ASSESSMENT
    The qualification is comprehensively assessed at the exit level. Assessment is both formative and summative.

    Formative Assessment:
    The formative assessment of the coursework will involve unit submissions, attendance, and participation in face-to-face sessions and online forums, discussions, and chat sessions. Formative assessment will include feedback on the unit submissions which will contribute to 20% of the course assessment mark.

    Summative Assessment:
    The summative assessments will include the assignments and a written examination. Assessment of the portfolio of learning will be a summative assessment of the learning activities. The research component will include a professional master's project technical report. Summative assessment will contribute to 80% of the assessment mark and include the assignment marks and two 3-hour examination papers. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification is specifically designed to address South African healthcare needs, with the potential to apply to other countries. The topics in the South African qualification appear in several master's degree around the world, though the combination is adapted to South Africa's unique context.

    Country: United Kingdom
    Institution: University College London
    Qualification Title: Master of Science in Paediatrics and Child Health: Community Child Health
    Credits: 180
    Duration: 1-year full time

    Entry requirements
  • Medically qualified applicants should have post-qualification experience in paediatrics or child health.
  • Non-medically qualified applicants should have an upper second-class UK bachelor's degree or an overseas qualification of an equivalent standard, and experience working in hospitals, community child health or public health services for children and families.

    Purpose:
    The qualification is intended for professionals specialising in paediatrics and child health. The target learners for the qualification are health professionals with experience in child health or public health from countries with developed health services who wish to gain the skills necessary to become a community child health practitioner.

    Learners will gain an understanding of the principles of evidence-based paediatrics. They will build an awareness of current and future developments in paediatric medicine and child health and gain the skills to critically appraise practice and policy and undertake independent Master's level research.

    Learners completing the qualification will have valuable academic and clinical skills in community practice which they can employ in the workplace. Medical graduates based in the United Kingdom (UK) can continue in their career pathway in community child health.

    This qualification provides the skills necessary to become a community health practitioner. On graduation, learners will be able to assess the need for child health services and planning of services and understand the rationale and organisation of preventive child health services and the relationship between social conditions and health.

    Qualification structure:
    The qualification is made up of eight taught modules, elective modules, and a dissertation.

    Compulsory modules:
  • Research Project Report comparable to Research Project.
  • Evidence-based Child Health comparable to Optimising Care for Long-term Health Conditions.
  • Applied Statistics for Health Research I comparable to Research Project.
  • Epidemiology for Child Health comparable to Optimising Care for Long-term Health Conditions.

    Optional modules
  • Ethics and Law for Paediatrics and Child Health comparable to Child Health Policies and Programmes
  • Neonatal Intensive Care is comparable to Optimising Care for Long-term Health Conditions.
  • Conflict, Humanitarianism and Health comparable to Health Management and Leadership.
  • Key Principles of Health Economics.
  • Health Management: Planning and Programme Design comparable to Health Management and Leadership.
  • Collecting and Using Data: Essentials of Quantitative Survey Research comparable to Research Project.
  • Research in Action: The Qualitative Approach is comparable to the Research Project.

    Similarities:
  • The University College London (UCL) and the South African (SA) qualifications take one year of full-time study.
  • The UCL and SA qualifications have 180 credits.
  • Both qualifications require learners who completed the Bachelor's degree.
  • Both qualifications consist of a research project and coursework.

    Differences:
  • The UCL qualification consists of compulsory and elective modules, and a minor dissertation whereas the SA qualification consists of compulsory modules and no electives.
  • The UCL qualification provides learners with child public health skills and a career path in community child health but is not a subspecialty qualification.
  • The UCL qualification includes epidemiology, biostatics, evidence-based medicine, ethics and law, preventive and priority child health interventions, teaching and learning, adolescent medicine, education and training in genetics pain management and leadership which are not covered in the SA qualification.
  • The UCL qualification coursework includes health management, health information systems, advocacy in child health and long-term health conditions which differ from the SA qualification coursework.

    Country: United Kingdom
    Institution: Imperial College London
    Qualification Title: Master of Science in Applied Paediatrics
    Duration: 1-year full time
    Entry requirements:
  • A Degree in a healthcare-related subject such as Nursing, Pharmacy, Physiotherapy, MBBS, or a similar health science.

    Purpose:
    The qualification is ideal for those working with children and young people in a professional capacity. The qualification provides a grounding in paediatric science before allowing learners to specialise in topics relevant to the area of practice.
    Learners will gain practical skills that will be useful for solving complex problems in their professional life. The qualification will be assessed by the submission of the written research project and a viva voce.

    On completion, learners will be able to:
  • Develop transferable skills in communication, presentation, case report writing, and journal article writing.
  • Advance the understanding of the scientific base of paediatrics and skills in critical evaluation of evidence.
  • Explore current advances in genomic testing.
  • Build familiarity with genomic medicine to understand how this underpins both common and rare childhood diseases and its expanding importance to paediatric and neonatal medicine.
  • Evaluate uncertainties and challenges within paediatric healthcare to inform patient management and future directions of innovation and research.
  • Advance the knowledge of basic genomic science, including genomic architecture, regulatory systems, and genetic variation.
  • Explore key concepts in child population health and the application of theory and principles in the National Health System and globally.
  • Develop a systematic understanding of medical law and ethics as applied to paediatric practice, along with a critical awareness of current challenges and new insights in the field.
  • Explore the concept of assessing a child and enabling them to achieve their optimal health and appreciate the factors, including sleep, which can optimise paediatric health trajectories.

    Qualification structure:
    The qualification consists of the following compulsory and elective modules.

    Compulsory Modules:
  • Science, Evidence and Research Fundamentals in Paediatrics comparable to Basic Epidemiology and Research Appraisal.
  • Fundamentals of Human Genetics and Genomics comparable to Basic Epidemiology and Research Appraisal.
  • Law and Ethics in Paediatric Practice comparable to Child Health Policies and Programmes.
  • Assessment and Optimization of Health Trajectories in Childhood comparable to Optimising Care for Long-term Health Conditions.
  • Child Population Health and Social Paediatrics.
  • Research project comparable to Research Project.

    Specialisations (Select one of three specialist streams).
  • Specialist Paediatrics stream.
  • Neonatal stream
  • Acute Paediatrics stream

    Similarities:
  • The Imperial College London (ICL) and the South African (SA) qualifications are offered over one year of full-time study.
  • Both qualifications require learners who completed a Bachelor's degree (SANQF Level 8) in a cognate field.
  • Both qualifications share similar a purpose and outcomes.
  • The UCL and the SA qualifications consist of a research project.
  • Both qualifications articulate into the Doctoral degree.

    Differences:
  • The ICL qualification consists of compulsory and specialisations modules whereas the SA qualification consists of compulsory modules and no specialisations modules.
  • The core modules in the ICL qualification include child population and social paediatrics; child nutrition, growth, and development; recognition and management of the seriously ill child; and science and evidence in paediatric practice while the SA qualification has a clinical focus includes the child public health aspects it and does not include the aspects.

    Country: New Zealand
    Institution: University of Auckland
    Qualification Title: Master of Paediatrics
    Credits: 180
    Duration: 18 months Full-time
    Entry requirements
  • Doctor Pathway: a Bachelor of Medicine and Bachelor of Surgery (MBChB) or equivalently recognised international degree.
  • Nurse Practitioner Pathway: a Bachelor of Nursing or Master of Nursing Science (or equivalently recognized international degree.
  • Learners must have either completed or be enrolled in, a Nursing Council of New Zealand accredited Nurse Practitioner master's degree programme.

    Purpose:
    The Master of Paediatrics will enable learners to lead the progress of child health within the respective fields. With a significant focus on research, this master's degree will allow learners to apply critical thinking and core research to healthcare delivery to children.
    With a Master of Paediatrics, the research will improve the quality of paediatric care for both local and wider communities across Aotearoa.

    The qualification is intended for doctors and nurse practitioners looking to specialise in paediatrics and develop skills to analyse and initiate research in paediatric topics and emerging medical procedures. The master's provides an avenue to the PhD qualification.

    Jobs related to this qualification include:
  • Primary Care Medical Professional.
  • Paediatric Medical Professional.
  • Nurse Practitioner.

    Qualification structure.
    The qualification consists of the following compulsory modules.
  • Emergency Paediatrics, 15 Credit points.
  • Neonate and Infant Health, 15 Credit points comparable to Optimising Care for Long-term Health Conditions.
  • Paediatric Care (Toddler-Adolescent), 15 Credit points comparable to Optimising Care for Long-term Health Conditions.
  • Paediatric Clinical Portfolio, 60 Credit points comparable to Learning Portfolio.
  • Research Methods in Health, 15 Credit points comparable to the Research Project.
  • Paediatric Research Project, 45 Credit points comparable to. Research Project

    Horizontal Articulation:
  • Master of Clinical Education.
  • Master of Health Sciences.

    Vertical Articulation:
  • Doctor of Philosophy.
  • Doctor of Medicine.

    Similarities:
  • The University of Auckland (UA) and the South African (SA) qualifications have 180 credits.
  • The UA and the SA qualifications require learners who completed a Bachelor's (SANQF Level 8) degree in a cognate field.
  • Both qualifications consist of the research project which will allow learners to apply critical thinking and core research to the delivery of healthcare to children.
  • Both qualifications articulate vertically into a Doctor's degree in the cognate field.

    Difference:
    The UA qualification takes 18 months to complete while the SA qualification takes one year to study. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.
    Horizontal Articulation:
  • Master of Nursing in Maternal and Child Health, NQF level 9.
  • Master of Medicine in Paediatrics and Child Health, NQF level 9.
  • Master of Medicine in Paediatrics, NQF level 9.
  • Master of Occupational Therapy in Paediatrics, NQF level 9.
  • Master of Philosophy in Developmental Paediatrics, NQF level 9.
  • Master of Physiotherapy in Paediatrics, NQF level 9.

    Vertical Articulation:
  • Doctor of Philosophy in Paediatrics, NQF level 10.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    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 Cape Town 


    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.