[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Service Management in Healthcare 
SAQA QUAL ID QUALIFICATION TITLE
125538  Postgraduate Diploma in Service Management in Healthcare 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2033-03-10  

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 
The Postgraduate Diploma in Service Management in Healthcare serves a multifaceted purpose, addressing crucial service management needs within the healthcare industry. At its core, the qualification seeks to offer specialised knowledge and skills in service management with a specific focus on healthcare, covering diverse areas such as healthcare policy, strategic planning, and business operations.

It emphasises leadership development, preparing individuals to effectively manage various healthcare facilities and navigate the complexities of the evolving service management in the healthcare landscape. Furthermore, it focuses on promoting patient-centred care, interdisciplinary collaboration, and ethical considerations, all while encouraging applied research and innovation. Consequently, this qualification aims to produce competent and forward-thinking professionals capable of managing healthcare organisations, improving patient care, and contributing to the advancement of healthcare systems both locally and globally.

Learners undertaking the qualification stand to gain a comprehensive set of knowledge, skills, and experiences of service management practices in the healthcare sector. The specialised knowledge in service management practices in healthcare and expertise in quality improvement allows learners to develop research and analytical skills, and the ability to adapt and collaborate effectively with diverse healthcare professionals. Additionally, they will be prepared for managerial roles, equipped to contribute to healthcare system enhancement, and possess a global and culturally sensitive perspective on service management in healthcare.

The target market of this qualification is individuals who aspire to transition into service management-related roles in the healthcare sector and is typically characterised by professionals with clinical and/or diverse management backgrounds, who are seeking to advance their careers by taking on managerial responsibilities within the healthcare sector. The target market extends to individuals within South Africa and the broader international context, recognising the diverse landscape of healthcare and the need for skilled managers.

The qualification not only equips learners for managerial roles in the healthcare sector, but also serves as a pathway for those considering studying further in the management field.

Upon completion of the qualification, qualifying learners will be able to:
  • Assess the structure, functions, trends, and challenges of the healthcare management system in South Africa from a global perspective.
  • Apply the theories and models of service management and organisational behaviour to improve the performance and effectiveness of healthcare organisations and teams, as well as to promote a culture of innovation and change.
  • Conduct applied research that addresses a relevant practical problem or gap in healthcare service delivery, using appropriate research methods and tools, and following ethical standards.
  • Analyse financial statements and reports, to inform decision-making and resource allocation in healthcare organisations.
  • Manage electronic healthcare information systems to collect, store, process, and share healthcare data and information within legal parameters, as well as to evaluate and improve the quality and usability of electronic healthcare information systems.

    Rationale:
    The development and implementation of the qualification by The IIE's School of Hospitality and Service Management stems from a strategic initiative to expand The Institute's academic influence into high-growth sectors, with a specific focus on service management. The qualification responds to identified needs within the healthcare sector, particularly in South Africa, to address a growing demand for skilled professionals capable of managing the complexities inherent in healthcare practices.

    The qualification aligns with the needs of the healthcare industry, as evidenced by insights from the Health and Welfare Sector Education and Training Authority (HW SETA). The industry data highlights skill gaps, hard-to-fill vacancies, and challenges in areas such as management, administration, and service delivery. The qualification is designed to fill these gaps by providing learners with the necessary knowledge and skills to excel in healthcare management roles.

    The qualification aims to cater to a diverse range of professionals, including those with clinical backgrounds seeking career advancement, healthcare administrators and managers, support staff in healthcare settings, recent tertiary graduates, career changers, and individuals from allied healthcare sectors. This wide-ranging target audience ensures that the qualification is accessible to those already in the field, as well as those aspiring to enter the healthcare service industry.

    The curriculum is shaped by evidence obtained through extensive research on recognised professional bodies and industry stakeholders, including the Health Professions Council of South Africa (HPCSA), the South African Nursing Council (SANC), and various healthcare and educational institutions. This research highlighted the need to address critical competencies for effective service management in the healthcare sector.

    The qualification encompasses the complexity of the evolving healthcare sector, the integration of advancing technologies, the promotion of patient-centric care, the development of strong business acumen, and a commitment to compliance and ethical considerations. These focal areas are essential for navigating the multifaceted challenges of healthcare service management in South Africa and beyond, making graduates of this qualification highly relevant and competitive in the job market.

    The qualification provides horizontal articulation possibilities with other postgraduate qualifications in similar fields and offers vertical articulation to a master's degree. There are currently no other qualifications with the title Postgraduate Diploma in Service Management in Healthcare registered on the Higher Education Qualifications Sub-Framework (HEQSF).

    Upon completion of the qualification, graduates can pursue career opportunities as:
  • Healthcare Managers.
  • Practice Managers.
  • Healthcare Administrators.
  • Administrative Support.
  • Clinical Case Consultants.
  • Material Controllers within a private pharmaceutical company.
  • Department Heads in various organisations within the healthcare service and support areas.
  • Project Managers within the healthcare industry. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL at The IIE is framed by the following principles:
  • In terms of CHE CAT and RPL Policy, 2016: "RPL is rooted within the context of life-long learning and the need to redress inequities of the past as it provides alternative routes of access to higher education. It is the process through which formal, non-formal and informal learning are measured, evaluated, and "translated" into their perceived formal equivalents for recognition across different contexts. Its intended outcome is the recognition of such prior learning for the purposes of alternative access and admission to higher education learning programmes, or for advancement within qualification programmes".
  • Furthermore, RPL "seeks to promote inclusion and to overcome a variety of barriers to access and success in higher education. RPL should be premised on overcoming barriers faced by applicants for admission to, or registration for higher education studies, for those people who lack the formal prerequisites".
  • Qualifications are not awarded through RPL.
  • Credits towards a qualification are not awarded by RPL but can be achieved through the Credit Accumulation and Transfer Process.
  • RPL can be used to give a student access to a qualification if they have the required prior qualification but not at the performance level normally required.
  • RPL can be used to give a person admission to a qualification without having completed a qualification normally required at a lower level.

    RPL for access:
  • RPL can be used to grant a person access to a postgraduate qualification in a particular field of the Classification of Education Subject (CESM) category, but who does not hold an undergraduate degree in that field or CESM category. Such persons may be given advance standing but without the award of the primary qualification(s).
  • Normally, only 10% of any cohort per qualification institutionally can be admitted through RPL.
  • For admissions, alternative access, or advanced standing and exemption, Recognition of Prior Learning (RPL) is the process of assessing and moderating prior learning to determine eligibility for entry into a qualification or to grant advanced standing or exemption from certain modules or credits. This involves evaluating an individual's formal, informal, or non-formal learning experiences to see if they align with the specified entry or progression requirements. Subject matter experts assess the evidence of prior learning to determine if the individual has the necessary knowledge, skills, and competencies required for admission or exemption. Moderation ensures the process is fair, consistent, and aligned with institutional and regulatory standards. Content knowledge gaps are not a primary concern if they can be easily addressed and will not impede the individual's academic progression.
  • RPL lends itself to an integrated form of assessment. As the learning is normally not gained entirely through a formal process, it is often something the candidate is best able to present in an integrated manner through the presentation of evidence (often from their work environment) and/or the completion of a task or tasks that will enable demonstration of the required competencies.
  • Normally, therefore, a Portfolio of Evidence (PoE) is presented.

    The assessment seeks to recognise:
  • Learning resulting from experience, and not from the quantum of experience per se
  • Learning that is on the level of the specific level descriptors of the qualification/ unit standard that would normally precede the qualification for which admission is sought.
  • learning that is in line with applied competence and has a balance between theory and practical application, appropriate to the qualification the candidate wishes to pursue.

    The RPL Process:
  • The RPL process is administered through the Student Information Management System (SIMS).
  • The process of RPL, including an admission decision (RPL approval for registration), needs to be completed before the learner can participate in a qualification and therefore, the time taken to process an application needs to be taken into consideration before it is started. It may take up to 21 working days to complete the process once the complete PoE has been submitted; however, the whole process from application to registration may take up to 3 months.

    The RPL Procedure:
  • Learners applying for RPL do so under the guidance of the site-designated member of staff (responsible person). Once the responsible person is made aware of a potential applicant, they will work with the designated responsible academic to compile the criteria (see below).
  • The learner is provided with the documentation describing the process and an indication of what the RPL fee (where applicable) will be for the assessment.

    The responsible person provides the candidate with:
  • The criteria for the assessment, including the rubrics to be used.
  • Exit-level outcomes of the qualification for which recognition is being sought, the module level outcomes and the level descriptors for qualifications at that level (an indication of knowledge and competence levels that would normally have been demonstrated through a qualification at that level) and/ or registered unit standards.
  • Any additional statements of learning that need to be met; and
  • Details of any examination or other assessment that needs to be undertaken.
  • Learners are informed of when the last date for submission of the Portfolio of Evidence (PoE) is. Recommendations are made to the Senate for a decision; however, if there is not a Senate meeting close enough to the registration date, the Head of Faculty may evaluate the recommendation of the Assessment Committee but may then not be part of the committee or consider any appeals.
  • A conversation may be held with the responsible academic or another designated academic to guide the candidate in preparing the Portfolio of Evidence (PoE), should they decide to proceed. This includes discussing the kind of evidence that the candidate has.
  • If the learner wishes to proceed, they will complete the application form, compile the PoE, and pay the associated fee. Only once the fee has been received will the PoE be assessed.
  • RPL for access concerns admission. Consequently, candidates can only register for the qualification once their RPL application has been approved. Sites are not permitted to accept candidates into qualifications until the RPL process is complete. This means that successful RPL candidates may have to wait until the next academic cycle to commence the qualification.
  • Upon completion of the assessment, the Office of the Registrar (OoR) releases either an RPL Approved Outcome letter or an RPL Declined Outcome Letter. At this stage, sites of delivery may only register a student for a qualification via RPL if they were issued with the RPL Approved Outcome letter.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Public Health, NQF Level 7.
    Or
  • Bachelor of Business Administration, NQF Level 7.
    Or
  • Advanced Diploma in Business Management, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Level 8, totalling 125 Credits.

    Compulsory Modules, NQF Level 8, 125 Credits:
  • Service Management in Healthcare, 15 Credits.
  • Safety and Risk Management, 15 Credits.
  • Healthcare Service Management Technology, 15 Credits.
  • Global and Local Healthcare Dynamics, 15 Credits.
  • Strategic Service Management and Leadership, 15 Credits.
  • Ethical Healthcare Policy and Practices, 15 Credits.
  • Financial Sustainability: Healthcare Service Management Sector, 15 Credits.
  • Research Methodology, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply service management concepts and principles to formulate service management strategies for healthcare organisations informed by global and local service delivery trends.
    2. Analyse internal and external factors that influence delivery service and propose solutions to optimise efficiencies within the healthcare sector.
    3. Conduct independent research on a service management research problem in the healthcare sector, under supervision, culminating in a research report.
    4. Interpret financial data with precision to make informed financial decisions, ensure compliance, and identify potential financial risks and opportunities for cost optimisation and revenue growth in healthcare service management.
    5. Utilise health information systems and electronic health records (EHRs) to enhance service by facilitating innovative provision of efficient and quality integrated healthcare.
    6. Analyse policies, regulations and legislation that pertain to healthcare to ensure compliance and ethical practices in service management in the healthcare sector. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply understanding of the current and emerging global and local trends in service delivery in healthcare.
  • Apply service management concepts and principles to analyse and evaluate the strengths and weaknesses of different healthcare organisations and systems to propose innovative solutions to service management risks.
  • Formulate service management strategies and set actionable service management goals for healthcare organisations informed by global and local service delivery trends to improve service delivery.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply understanding of the environmental factors that influence service delivery within the healthcare sector.
  • Apply analytical tools and frameworks to identify and assess opportunities and challenges for improving service delivery and efficiency in healthcare organisations and systems.
  • Propose and justify feasible and evidence-based sustainable solutions and recommendations for optimising service delivery and efficiency in healthcare organisations and systems.
  • Communicate sustainable solutions to healthcare service management problems clearly and persuasively to various stakeholders and audiences.
  • Reflect on the evidence-based solutions and identify areas for further improvement and professional development in service management in healthcare.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify and justify a relevant and feasible service management research problem in the healthcare sector and formulate clear and specific research questions and objectives.
  • Develop a coherent argument on a selected topic in service management in healthcare, informed by a comprehensive literature review.
  • Select and apply an appropriate research design to address the identified research problem, ensuring that ethical considerations and academic quality standards are upheld throughout the research process.
  • Meticulously collect and analyse data to present evidence-based findings and conclusions.
  • Construct a well-structured and coherent research report conforming to academic conventions and standards.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Illustrate an understanding of sound financial management principles, and financial analysis tools and techniques to interpret financial data from various sources within the healthcare sector.
  • Demonstrate knowledge and understanding of the key financial metrics that can be used to measure the financial viability of healthcare organisations and systems.
  • Use evidence-based decision-making and critical thinking skills to make informed and rational financial decisions that align with the strategic goals and objectives of the healthcare organisation or system, and ensure compliance with relevant financial regulations, standards, and policies.
  • Identify and assess potential financial risks and uncertainties that may affect healthcare organisations or systems and provide recommendations to mitigate these risks.
  • Communicate recommendations based on financial analyses clearly and persuasively to various stakeholders and audiences to inform decision-making.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate knowledge and understanding of the key features and benefits of health information systems and EHRs, to support service improvement, innovation, and integration in healthcare.
  • Apply relevant standards, frameworks, and best practices to evaluate health information systems and EHRs to determine the efficiency of a health system employed by a healthcare provider.
  • Use health information systems and EHRs to generate reliable data to inform evidence-based decision-making to enhance service management in healthcare.
  • Identify and address potential challenges and risks associated with health information systems and EHRs and propose justifiable and suitable alternatives and mitigation measures.
  • Communicate recommendations to enhance healthcare systems to various stakeholders and audiences to ensure quality integrated healthcare.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate knowledge and understanding of key healthcare policies, regulations and legislation, particularly privacy laws, that govern the ethical conduct and practices of service management healthcare professionals and healthcare organisations.
  • Apply relevant global ethical frameworks and service management theories to analyse and evaluate local healthcare policies, regulations and laws in various contexts and scenarios.
  • Propose and justify ethical solutions and recommendations for addressing the challenges and issues arising from healthcare policy, regulations, privacy laws, and principles to promote the rights and interests of stakeholders.

    INTEGRATED ASSESSMENT:
    All the assessments are informed by a learner-centred approach used in conjunction with a constructivist learning and teaching philosophy, as outlined in the Teaching and Learning Strategy, which allows for personalised learning journeys, irrespective of the mode of provisioning.

    Formative Assessment:
    Formative assessment must be part of the assessment process:
    Formative assessment develops learning by offering timely feedback throughout the learning period, actively contributing to the learning and teaching process. Formative assessment is used to improve learning and to give feedback to learners on progress.
    The allocation and frequency of formative assessments should be reasonable, ensuring an equitable balance. A consistent and integrated assessment process across all modules is established. Additionally, learners bear the responsibility of accessing the formative feedback provided to them.

    Summative assessment:
    Summative assessments serve as a measure of learning against intended outcomes at the culmination of the learning period. Summative assessments are a formalised evaluation that is used to certify the achievement of specific educational levels.
    Individual summative assessments may influence decisions related to learner promotion, certification, or admission to advanced educational levels, signifying their broader implications in educational progression.

    Assessments:
    Summative assessments are an integrated assessment opportunity used to evaluate learner learning, skill acquisition and academic achievement at the end of a defined learning period.
    Summative assessments focus on analysing learner achievements after the completion of the learning process and are used for promotion, certification, and progression or admission to higher levels of education.
    Learners are only given a grade for summative assessments and not detailed feedback.
    Summative assessments are typically the work of individual learners, and not a group of learners.

    The institution utilises two broad types of summative assessment strategies to comprehensively evaluate learner learning, and the choice depends on the nature of a particular module and what would be the best fit for the purpose of assessing the required outcomes, assessments designed to be completed independently, such:
  • Research papers.
  • Projects.

    Portfolios of evidence:
  • These allow learners to demonstrate their knowledge and skills in a flexible and self-paced manner.
  • The second type requires invigilated examination conditions to ensure the highest standards of academic integrity. For these assessments, learners studying in the hybrid/blended mode are required to sit their exams at a site of delivery, where the exams are supervised in person by trained invigilators. For these assessments, students studying in the distance mode are assessed using secure proctored exams, which are administered remotely. These methods ensure a controlled environment that mitigates academic dishonesty.

    The integrated assessment strategy makes provision for different assessment types so that all learning types are catered for. In an individual assessment, the structure of the assessment should not be such that the inability to answer one question impacts the ability to answer other questions.

    Lastly, a simulated exercise provides a controlled environment for students to demonstrate decision-making and leadership skills under simulated project scenarios, mirroring real-world complexities in service management in a healthcare context. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to the following international qualifications:

    Country: Australia.
    Institution: Monash University.
    Qualification title: Graduate Diploma of Health Management.
    Credit: 48 points
    Duration: One year (full-time) and two years (part-time).
    Entry requirements:
  • An Australian bachelor's degree (or equivalent) in a cognate discipline with a credit (60%) average.
    Or
    Completed a Monash University Graduate Certificate in Health Management with at least a credit (60%) average.

    Purpose/Rationale:
    This qualification provides a broad framework from which to manage clinical health care systems by attention to human resource, financial, information, medico-legal, political, cultural, economic, ethical, industrial, technological and psychosocial issues.

    Modules:
    Compulsory modules:
  • Law for health systems.
  • Clinical leadership and management.
  • Principles of health care quality improvement.
  • Economics and financial management in health care.
  • Foundations of health policy.
  • Principles of Health systems.

    Elective modules:
  • Economics evaluation in health care.
  • Introduction to health economics.
  • Introduction to epidemiology and biostatistics.
  • Introductory epidemiology.
  • Ethics, good research practice and practical research skills.

    Exit Level Outcomes:
  • Demonstrate a detailed understanding of principles of financial, resource and information management in clinical health care systems.
  • Demonstrate a detailed understanding of medico-legal issues in clinical health management.
  • Demonstrate a detailed understanding of basic elements of health care systems.
  • Demonstrate a detailed understanding of health care quality assurance and quality improvement.
  • Demonstrate a detailed understanding of factors which influence the design and implementation of health programs.
  • Demonstrate a detailed understanding of epidemiological and statistical skills necessary for the understanding of evidence-based medicine, quality improvement and health program evaluations.
  • Be familiar with research initiatives in clinical health policy and clinical health policy and clinical health services planning.
  • Demonstrate skills in working in a team and team leadership.
  • Demonstrate skills in literature review, report writing, oral presentations, verbal and visual communications and the basic use of computers.
  • Demonstrate skills in analysis of the economic, political, cultural, ethical, industrial, technological, and psycho-social determinants of clinical health care systems and their relationship to health policy initiatives.

    Similarities:
  • The qualifications' ELOs offered at The IIE and Monash University are similar in that they both emphasise the importance of understanding and applying management principles within the healthcare sector.
  • Both qualifications require learners to demonstrate an understanding of healthcare policies, regulations, and ethical practices, albeit with slightly different emphases.
  • Both qualifications require learners to demonstrate analytical skills in assessing internal and external factors that influence service delivery and quality improvement within healthcare systems.
  • Both qualifications incorporate elements of research and independent inquiry, requiring students to conduct research and produce reports, although the specific focus and requirements may differ.

    Differences:
  • The qualifications' ELOs differ in that The IIE's qualification places a significant emphasis on global and local trends in healthcare and the utilisation of health information systems and electronic health records (EHRs) to enhance service delivery, while Monash University covers a broader range of topics, including epidemiological and statistical skills, health programme design and implementation, and team leadership skills.
  • The IIE focuses on financial analysis and compliance within the healthcare sector, while Monash University delves into economic, political, cultural, and psycho-social determinants of clinical healthcare systems and their relationship to health policy initiatives, indicating a broader contextual understanding.
  • The qualifications' ELOs differ in that The IIE's qualification places a significant emphasis on global and local trends in healthcare and the utilisation of health information systems and electronic health records (EHRs) to enhance service delivery, while Monash University covers a broader range of topics, including epidemiological and statistical skills, health programme design and implementation, and team leadership skills. Furthermore, The IIE focuses on financial analysis and compliance within the healthcare sector, while Monash University delves into economic, political, cultural, and psycho-social determinants of clinical healthcare systems and their relationship to health policy initiatives, indicating a broader contextual understanding.

    Country: Uganda.
    Institution: Uganda Management Institute.
    Qualification title: Postgraduate Diploma in Health Services Management and Administration.
    Duration: one year.

    Entry Requirements:
  • A degree from a recognised University, or a recognised relevant professional qualification and at least one year's working experience.
  • Uganda Certificate of Education (UCE) with at least 5 passes and at least two principal passes at Uganda Advanced Certificate of Education (UACE) obtained at the same sitting.
  • If an applicant gained entrance to university through other means, original documents to that effect should be presented.
  • Mature Age Entry certificate, 25 years and above, and accredited by the National Council for Higher Education (NCHE).
  • Diploma Entry obtained at credit/distinction level from a recognised institution.
  • The minimum duration for the bachelor's degree should be three years.

    Purpose/Rationale:
    The Postgraduate Diploma in Health Services Management and Administration aims to train and develop learners with a thorough knowledge of the legal, ethical, institutional, economic, technological and political environments of modern health services management. The qualification is designed for practicing health sector managers and aspiring health services managers who wish to gain skills needed to function effectively as managers in the broader health services context. The qualification comprises 12 compulsory modules, which participants can complete in one academic year or over a period of three years.

    Content/Modules:
  • Management skills improvement.
  • Management information systems.
  • Research methods; Quantitative methods in decision making.
  • Fundamentals of Health Service Management and Administration.
  • Health Policy and Planning; Healthcare Economics.
  • Epidemiology and disaster management in healthcare.
  • Ethics and Integrity in Healthcare Management.
  • Human Resource Management in Healthcare Organisations.
  • Quality Management in Healthcare.
  • Project Planning and Management in Health Services.

    Assessment:
    Assesses learners by way of continuous practical exercises, course work and written examinations.

    Similarities:
  • Both the qualifications are offered for one year.
  • The Ugandan qualification and the South African qualification assessments are similar.

    Differences:
  • The IIE specifically mentions healthcare-related qualifications, while Uganda Management Institute's requirements are broader, encompassing any degree from a recognised university or relevant professional qualification.

    Conclusion:
    In conclusion, they are all similar, in that all three institutions require a prior academic qualification for admission, although the specifics vary. Each institution allows for alternative pathways to admission, such as relevant work experience or completion of specific qualifications. Furthermore, language proficiency requirements are common across all institutions, ensuring that students possess the necessary English language skills for academic success. Finally, the institutions have specified minimum academic standards, such as minimum grades or averages, for admission consideration.

    While all two qualifications cover foundational principles of healthcare management and research, they differ in their focus areas, elective offerings, and contextual relevance, reflecting the diverse needs and priorities of healthcare management education in different institutions and regions. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Postgraduate Diploma in Health Management, NQF Level 8.
  • Bachelor of Construction in Health and Safety Management, NQF Level 8.

    Vertical Articulation:
  • Master of Business Administration in Healthcare Management, NQF Level 9.
  • Master of Arts in Health Management, NQF Level 9.

    Diagonal Articulation:
  • Higher Occupational Certificate: Health Products Regulatory Assistant (HPRA), NQF Level 5. 
    		•

    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. The Independent Institute of Education (Pty) Ltd 


    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.