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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: 

Higher Certificate in Community Based Healthcare 
SAQA QUAL ID QUALIFICATION TITLE
125617  Higher Certificate in Community Based Healthcare 
ORIGINATOR
Mancosa (PTY) LTD T/A Management College of Southern Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0639/26  2026-04-16  2029-04-16 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-04-16   2033-04-16  

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 Higher Certificate in Community Based Healthcare qualification is to provide learners with the knowledge and skills required to satisfy the globally and locally acknowledged essential outcomes for a career in this field. The qualification aims to provide learners with the basic knowledge, skills, and conceptual tools for higher education studies in several different fields related to Community Health, Environmental Health, Healthcare, Nursing, and Health Promotion. Learners will be well-equipped to add value to their current employers and to pursue further education in this field. The knowledge emphasises general principles and their application in the provision of Community Based Healthcare. This qualification signifies that the learner has attained a basic level of higher education knowledge and competence in Community Based Healthcare and can apply such knowledge and competence in the workplace.

Upon completion of this qualification, qualifying learners will be able to:
  • Understand the perspectives on National and International health threats and healthcare delivery.
  • Understand the concept of community-based healthcare in relation to community involvement and participation in their care and development.
  • Understand the empowerment of communities through Community Health Promotion and Planning.
  • Relate the impact of population health, contexts, status, and trends to the demands for community-based healthcare and resources.
  • Apply the basic concepts of public health and primary healthcare with an understanding of its application in community-based healthcare.
  • Analyse the critical role of community assessment in creating strategies for positive and sustainable health improvement for communities.

    Learners who complete this qualification will have better self and social awareness and will possess a range of thinking and problem-solving skills. In addition, they will possess the competence required to perform community health functions in a complex developing world context.

    Rationale:
    The National Development Plan 2030, chapter 10, details the need for healthcare for all (Executive Summary, NDP, 2012:61). It notes a global gap in the skilled healthcare workforce. The World Health Organisation [WHO] (2023) estimates a projected shortfall of 10 million health workers by 2030, mostly in low- and lower-middle-income countries. However, countries at all levels of socioeconomic development face, to varying degrees, difficulties in the education, employment, deployment, retention, and performance of their workforce. The chronic under-investment in education and training of health workers in some countries and the mismatch between education and employment strategies in relation to health systems and population needs are contributing to continuous shortages. These are compounded by difficulties in deploying health workers to rural, remote, and underserved areas.

    Community health workers were trusted messengers, disseminating health information in underserved communities during the COVID-19 pandemic, and played a vital role in reducing health disparities (University of California, San Diego:2023:1). Many people are not able to access the healthcare they need and should be entitled to. This limited access to essential healthcare services is augmented by the lack of specialised skills. Lack of access to the continuous professional development opportunities that are needed to progressively foster the skills of healthcare workers, and in turn enhance the quality of healthcare services, is a key challenge.

    The ability to create and sustain ongoing skills transfer the qualifications, particularly for healthcare workers in remote and rural areas, has been hampered by a lack of resources and technology (Hartzler et al, 2018:240). Flexible education and skills development platforms, combined with the growing use of emerging technologies, have the capability to transform the training of existing and future healthcare workers across Africa and bridge the skills gap.

    The qualification aims to bridge the skill gap and offer an opportunity for individuals to receive the required access to skills development in healthcare. Over the last decade, there has been a significant increase in the overall burden of disease in South Africa (Van Rensberg ,2020:276). Communicable diseases such as COVID-19, Ebola, HIV/AIDS, and tuberculosis, infectious diseases like malaria, non-communicable diseases like hypertension and diabetes, and various other health problems all impact families and communities throughout South Africa.

    It is poor families and poor communities that are hardest hit. It is therefore imperative that we use our limited healthcare resources as optimally as possible. One of the best ways of doing this is through home-based care and community-based healthcare. Creating access to training and skills development means that communities with little or no access to healthcare can receive healthcare that they previously may have been excluded from because of their location. The training of Community Based Healthcare Workers will bridge the gap and provide essential skills and services to communities who cannot afford or access healthcare services. The National Development Plan outlines the objectives and actions to be met to provide improved healthcare for all (Executive Summary NDP, 2012:61).

    This qualification will provide the means to capacitate Community Based Healthcare Workers and enable these critical employees to pursue career paths locally and globally. The qualification aims to meet key objectives and actions to support the need for healthcare for all and promote Universal Health Coverage within South Africa (UHC). South Africa is currently reforming its health system with UHC through developing a national health insurance (NHI) program ((Fushein & Eyles, 2016:1).

    The qualification will provide opportunities for people to enter entry-level types of occupations in the Department of Social Development and with a range of Non-Governmental Organisations. It will also create opportunities for successful learners to enter the private sector in organisations that do community work in terms of the various industry charters.
    The range of typical learners will include:
  • Individuals already working in healthcare support roles wishing to increase their skills and employability.
  • Individuals with culturally specific experience wanting to support their community.
  • Individuals wanting to pursue public health career pathways.

    Upon successful completion of this qualification, learners may pursue a rewarding career in the public or private sectors, Non-Governmental Organisations (NGOs), Non-Profit Organisations (NPOs), Faith-Based Organisations (FBOs), and Community-Based Organisations (CBOs), or any organisation focusing on community development and community care. Given that there is a shortage of skilled healthcare workers globally, the community-based healthcare workers will be able to bridge the gap and, in the process, seek employability.

    Community healthcare workers often find employment within the communities that they serve in all geographic settings, including rural, urban, and metropolitan areas, but typically support underserved communities in:
  • Hospitals and medical clinics.
  • Community health clinics.
  • Social service agencies.
  • Community-based organizations.
  • Non-profit organizations or associations.
  • Medical Offices.
  • Retail Health care.
  • Hospice.
  • Nursing Homes and care facilities.

    Learners can progress from a Higher Certificate to a Diploma qualification, then to a degree, and finally to Honours, Master's, and PhD levels.

    The benefits to society are that Community-Based Healthcare Workers (CBHWs) are frontline public health workers who are trusted members of and/or have an unusually close understanding of the community they serve. This trusting relationship enables CBHWs to serve as a liaison/link/ intermediary between health/social services and the community to facilitate access to services and improve the quality and cultural competence of service delivery.

    Benefits to the economy include improving employment outcomes for people, which will provide significant benefits to workplaces, the economy, the community, and individuals themselves. Employment can provide people with an income, and with this, higher living standards and financial independence. Employment can contribute to a sense of identity and self-worth and have positive health and social impacts. Improved employment can also reduce demand on welfare systems. The growing interest in community health worker the qualifications are fuelled in part by expected cost savings. CBHWs may represent, in some settings, a cost-effective approach for the delivery of essential health services. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution recognises the important role that the Recognition of Prior Learning (RPL) plays in ensuring equitable access and participation in Higher Education. In this process, non-formal and/or informal learning are measured, evaluated, and checked for equivalence or parity with the formal the qualification entry requirements.

    RPL for access:
    The RPL assessment process will focus on ways of evaluating a person's knowledge and skills acquired through lifelong learning experiences (formal, non-formal, and informal) against a set of pre-determined criteria.
    All RPL applications are subject to evaluation by the RPL committee. No more than 10% of a cohort will be admitted into the qualification based on RPL.

    It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants, primarily by means of a portfolio of evidence. Where appropriate, interviews will also be conducted to assess applicants for selection purposes. Some of the key criteria that will be used in evaluating non-standard' applicants include:
  • The applicant's motivation.
  • Job description, covering the relevant area of work, giving examples of tasks carried out, possibly supplying references, linked to a portfolio of evidence.
  • The nature and level of life/work experience and prior study, and the learning which has resulted from such experience.
  • Details of in-company short courses, length, content of material covered, standard achieved.
  • The clarity of the applicant's educational goals and objectives; the extent to which the applicant can provide evidence of the threshold skills and knowledge for the qualification.

    RPL for exemption from modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5 totalling 120 Credits.

    Compulsory Modules, NQF Level 5, 120 Credits:
  • National and International Healthcare Delivery, 20 Credits.
  • Public Health and Primary Healthcare, 20 Credits.
  • Community Based Healthcare, 20 Credits.
  • Population Health, 20 Credits.
  • Community Assessment and Risk Management, 20 Credits.
  • Community Health Promotion and Planning, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand the perspectives on National and International health threats and healthcare delivery.
    2. Understand the concept of community-based healthcare in relation to community involvement and participation in their care and development.
    3. Empower communities through Community Health Promotion and planning.
    4. Relate the impact of population health, contexts, status, and trends to the demands for community-based healthcare and resources.
    5. Apply the basic concepts of public health and primary healthcare with an understanding of its application in community-based healthcare.
    6. Critical evaluate role of community assessment in creating strategies for positive and sustainable health improvement for communities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Compare national and international healthcare delivery concepts to gain an appropriate, necessary understanding of the different healthcare systems and environments.
  • Critically investigate threats to national and international healthcare delivery to understand the need for the development of mitigation strategies within the communities.
  • Analyse and evaluate trends in global health strategies, international cooperation and collaboration to understand positive implications for healthcare delivery.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse applicable concepts, principles, and processes related to community-based healthcare to understand and describe community empowerment, involvement, and participation in healthcare delivery.
  • Explore the social and cultural dynamics of communities to understand the impact on people's lives and how these might be best addressed to facilitate community development.
  • Explore Community-based healthcare providers' roles and responsibilities to understand healthcare responsiveness to community needs.
  • Identify community development interventions to understand the collective actions of the community through the empowerment of people in achieving the envisioned outcomes of participatory democracy and economic and social justice opportunities.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Analyse Health promotion principles and approaches to understand how communities can be empowered to increase control and improve their own health.
  • Analyse Health promotion through community-based platforms to understand the critical role it plays in responding to the community's ongoing health needs and distinct capacities for healthcare delivery and social engagement.
  • Evaluate Health promotion interventions to understand the effectiveness in improving and focusing on addressing the social determinants of health to reduce health inequalities within communities.
  • Analyse the planning of health and healthcare services to understand the joint partnerships with the community members and identified stakeholders based on identified needs.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Examine the health, environment, and development nexus to understand the influence of the environment on the health of communities.
  • Apply the principles of demography in understanding the use in making informed decisions and to plan for current and future community health services.
  • Evaluate trends in the current and emerging diseases and changing environments to understand the impact on community health and resources.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Examine the contemporary healthcare ethical and regulatory environment to understand the healthcare sector's legal framework. As related to community-based healthcare.
  • Explain Public health concepts and levels of prevention and care to understand the application to community-based health care.
  • Examine Primary Healthcare concepts and principles to understand the basis for healthcare within communities.
  • Explain the concept of Universal healthcare coverage to understand application to community healthcare priorities and objectives.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Examine concepts and purposes of community assessment and clarify in relation to overall government strategy, objectives, and priorities.
  • Classify Community types and characteristics to understand priorities and plan for healthcare provision.
  • Initiate Risks and hazard identification actions to understand how to position the community to respond to changes in the environment.
  • Explore the role of information technology plays in community assessment in understanding the effective communication of healthcare information.

    INTEGRATED ASSESSMENT
    The institution's Assessment Strategy has been reviewed and amended in accordance with the Council on Higher Education Accreditation Criteria (2012) and the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (SAQA, 2014).

    Assessments at different NQF Levels:
    The institution has recognised a change in its learner profile and, more significantly, in the learning needs of learners, nationally and internationally. Correspondingly, there have been a number of advancements in education technology that better support learner success. In pursuit of global relevance and enhanced learner success, the institution has taken the decision to participate in this global trend and will initiate the natural progression from distance to online for its qualification and to this end, the institution has undertaken a review of its Assessment Strategy. The Assessment Strategy is outlined within the institution's Assessment Policy.

    As such, the following is provided as rationale for the assessments at NQF level 5:
  • Internal research undertaken at the institution has evidenced, however, that the higher certificate qualifications have similar and, in some cases, lower throughput rates than those of the degree the qualifications.

    This can be attributed to the entry profile of learners on the NQF level 5 qualification, the majority of whom are school leavers who did not qualify for degree endorsement. This suggests that these learners require additional support to ensure a reasonable opportunity at success. The institution has therefore introduced a range of knowledge checks and reflective exercises into the NQF level 5 assessments.

    The core purpose is for the learner to develop and demonstrate an understanding of key concepts, terms, and theories. These knowledge checks grant learners additional opportunities to be assessed and receive feedback for continuous improvement, and therefore carry a 40% weighting each, ultimately enhancing the learning experience and supporting a philosophy of lifelong learning. Exams are stressful and often regurgitation exercises that do not contribute to the philosophy of lifelong learning. As such, the institution has elected to introduce a project component as the summative assessment for the Higher Certificate qualification, which contributes 60% of the final assessment weighting that will allow learner to synthesise their experiences and knowledge and apply these to practical scenarios.

    Formative assessment:
  • Assessment type.
  • Method.
  • Description.
    The assessment method for each module in this qualification is done through online assessments which are in the form of multiple choice, true/false, or a combination of both.

    Summative assessments:
    This assessment is in the form of a project and requires calculations and/or application to relevant theory.

    Assessment type Weighting:
  • Formative Assessment 1 (KCQ 1) 10%.
  • Formative Assessment 2 (KCQ 2) 10%.
  • Formative Assessment 3 (KCQ 3) 10%.
  • Formative Assessment 4 (KCQ 4) 10%.
  • Summative Assessment (Project) 60%. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with similar qualifications from England and United States.

    Country: England
    Institution: Clark University (CU)
    Qualification: Certificate in Community and Global Health

    Purpose of the qualification:
    The Certificate in Community and Global Health aims to provide a well-rounded understanding of the intersection of public health, environmental and spatial analysis, and international and community development. Studying health from these multiple perspectives and disciplines leads to a deeper understanding, innovative thinking, and more effective solutions.

    Learning Outcomes:
  • Focus domestically or internationally and choose a policy/project management or quantitative/epidemiology track.
  • Earn a head start in our MHS in Community and Global Health program by applying 100% of your certificate course credits toward the full degree graduation requirements.
  • Explore the social and environmental dimensions of global and domestic health challenges.
  • Engage in thoughtful and critical analysis of domestic and international health policy.

    Qualification structure:
  • Approaches to Global Health.
  • Approaches to Community Health.
  • Introduction to Epidemiology and Biostatistics.
  • Community-Based Health Research.
  • Spatial Analysis for Health.
  • Health In/Equity: Social Determinants and Policy Solutions.

    Similarities:
    Clark University (CU) and South Africa (SA) qualifications cover similar content areas, such as global health, community health, and social determinants.
  • Both qualifications prepare learners to work in community and public health environments.
  • Both qualifications aim to develop communication, ethical awareness, and community engagement skills.

    Differences:
  • Clark University requires learners to complete two core modules and one elective, whereas the South African qualification requires learners to complete six core modules.
  • Clark University's qualification focuses on practical research with the community, and learners engage in fieldwork. The South Africa qualification is designed as a non-vocational, distance-learning education the qualification that is uniquely South African and appropriate for the country's specific requirements.

    Country: United States
    Institution: University of Pittsburgh (UP)
    Qualification: Community Health Assessment Certificate

    Purpose of the qualification:
    Earning a certificate in Community Health Assessment from the College of General Studies will provide a foundation in theory as well as an understanding of the diverse populations that learners may serve. This 18-credit flexible the qualification is perfect for social services or community health employees, non-profit professionals interested in healthcare advocacy, and for those looking to advance into leadership positions.

    Learning Outcomes:
  • Communicate and interact effectively and professionally with people from diverse backgrounds.
  • Understand how social, cultural, legal, and environmental factors may impact the behaviours of patients and healthcare workers.
  • Identify behaviours that tend to promote or compromise health.
  • Apply administrative and managerial skills to non-profit and community health organisations.
  • Identify, recognise, gather, and analyse data pertinent to the health services field.

    Qualification structure
    Core Modules:
  • Health Communication.
  • Risk Factors and Health.
  • Contemporary Issues Cross Cultural Health.
  • Introduction To Epidemiology.
  • Intro To Epidemiology.
  • Health, Law, and Ethics.

    Elective Modules:
  • Medical Sociology.
  • Practices Of Non-Profit Management.

    Similarities:
    The University of Pittsburgh (UP) and South Africa (SA) share similar content areas, such as risk management, health communication, and cultural and social factors.
  • Both qualifications aim to prepare learners to work effectively in community and public health contexts.
  • Both qualifications build a foundation in public health theory and community-focused practice.

    Differences:
  • The University of Pittsburgh (UP) qualification can be completed in two to three academic terms, or at a self-paced rate depending on the learner. In contrast, the South Africa qualification can be completed in one year.
  • The University of Pittsburgh (UP) consists of 18 credits, while the South African (SA) qualification consists of 120 credits. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:

    Horizontal Articulation:
  • Higher Certificate in Auxiliary Nursing, NQF Level 5.
  • Higher Occupational Certificate: Auxiliary Child and Youth Care Worker, NQF Level 5.

    Vertical Articulation:
  • Diploma in Community Nursing Science, NQF Level 6.

    Diagonal Articulation:
  • National Certificate: Vocational: Primary Health, NQF Level 4. 
    		•

    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. Mancosa (PTY) LTD T/A Management College of Southern Africa 


    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.