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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Emergency Care 
SAQA QUAL ID QUALIFICATION TITLE
84207  Higher Certificate in Emergency Care 
ORIGINATOR
Mediclinic (Pty) Ltd - Corporate Office 
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  Curative Health 
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 0733/25  2024-06-30  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 Higher Certificate in Emergency Medical Care recognises the key competencies required of Emergency Care Assistants who will work under the supervision of Medical Officers and Emergency Care Practitioners in a variety of contexts.

This qualification will be particularly useful for:
  • Individuals wishing to enter the profession
  • Existing basic ambulance assistants
  • Existing ambulance emergency assistants
  • Existing operational emergency care orderlies

    Holders of this qualification will operate mainly in and around the ambulance, within wide-ranging contexts, including rural, urban, military, coastal, corporate, mass gatherings, homes and workplaces. In general, the Emergency Care Assistant will provide a supportive service within the pre-hospital context.

    The Exit Level Outcomes, Range Statements and Assessment Criteria must be interpreted and applied within the context of the current Scope of Practice of Emergency Care Assistants as defined by the Health Professions Council of South Africa.

    Rationale:
    This qualification is designed to produce an entry-level worker who will provide emergency care services primarily within South Africa, in contexts that range from rural, disadvantaged communities to sophisticated, highly technological urban areas. The training of this category of health care worker will assist in increasing access to health care.

    The Higher Certificate in Emergency Care defines the competencies needed by the Emergency Care Assistant. The qualification provides the necessary foundational knowledge, skills and insights needed to form a platform for further study in the field of Emergency Medical Care. The qualification is thus designed to enable learners to pursue further personal and professional development and to promote life-long learning.

    This qualification provides an entry point to the career path of emergency care services while opening doors for employment and providing mobility for the individual to move between different areas within emergency care. The qualification provides for holistic development of individuals and the competencies required in performing the job. Additionally, it provides important benefits to both the emergency medical profession and society, enhancing professional standards, career progression and quality of care.

    Benefits to the profession
  • Foundation for Practice: Establishes a consistent and structured basis for entry-level practice in emergency medical services (EMS) that aligns with the National Qualifications Framework (NQF), supporting professional growth within the EMS field.
  • Certification and Registration: Creates a formalised path for certification and registration, ensuring that all Emergency Care Assistants (ECAs) meet regulated standards. This contributes to public confidence by certifying the competence of ECAs and safeguarding patient care.
  • Professional Legitimacy: Adds credibility to the role of ECAs, helping to validate and elevate the profession within the broader healthcare sector
  • Establishes a comparable standard across healthcare qualifications, reinforcing the recognition of emergency care as a specialised and essential healthcare service
  • Support for Health Infrastructure: Reduces strain on other healthcare services and professionals by ensuring ECAs can handle pre-hospital emergencies efficiently and independently
  • Reduced Disciplinary Incidents: Lowers the risk of disciplinary issues by ensuring ECAs receive comprehensive, standardised training, minimising errors due to inadequate or inappropriate training
  • Promotes EMS as a Career Choice: Highlights emergency care as a viable, rewarding career path, attracting motivated individuals committed to improving public health
  • Inspires ECAs to innovate within their practice, contributing to the ongoing development of emergency medical services.
  • Supports the planning and monitoring of continuing professional development (CPD), ensuring ECAs stay current with evolving medical knowledge and technologies.
  • Builds a positive image of EMS by improving the quality of emergency care, increasing public trust in the profession.
  • Professional Transformation: Transitions emergency medical care from a short-course, minimally trained field to one populated by formally qualified professionals, aligning with the National Emergency Care Education and Training Policy vision.
  • Employers of ECAs also benefit through increased operational efficiency, improved effectiveness, and enhanced productivity within EMS services.

    Benefits to Society
  • Competent Care for Patients: Ensures that patients receive skilled emergency assistance, thereby increasing survival rates and recovery outcomes during pre-hospital interventions
  • Cost-Effective Healthcare: Reduces the overall cost of emergency healthcare by optimising resource allocation and enabling ECAs to manage emergencies efficiently
  • Efficient Service Delivery: Provides society with more responsive, effective emergency services, ultimately leading to faster and better emergency interventions.
  • Skilled Workforce Reserve: Builds a pool of qualified ECAs capable of responding effectively to emergencies, strengthening public health and community resilience. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL is applicable for entry selection within the context of the institutional policies and guidelines. The RPL process will incorporate a holistic approach and comply with the current regulations of SAQA and CHE. The learner has the right to have previous experience and qualifications taken into consideration when applying to do further qualifications.

    RPL for access:
    Learners may be granted access through RPL. Evidence of prior learning must be provided by employing a portfolio and other appropriate evidence, challenging theoretical and clinical examinations. Clinical and work-based experience must be relevant to the qualification the learner is applying for. The assessment(s) will be done by a registered assessor, and a registered moderator will validate the assessment process.

    RPL for credits:
    Credit transfer may be granted according to current institutional policy and guidelines of the relevant statutory health council, the CHE, and SAQA. Credit accumulation transfer will only be considered for a learner with an accredited and registered qualification. The credits transferred must be on the same level as the module the credits are transferred towards; the content and outcomes of the module(s) correspond with the module(s) presented by the institution, and the learner passed the additional assessments if required. All credits transferred will be submitted as part of completing training/academic records. Thus, all transcripts will reflect exemptions achieved through CAT and the credit points.

    Entry requirements:
    The minimum entry requirement for this qualification is:
  • 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 
    The qualification comprises the following compulsory modules at NQF Level 5, totalling 120 Credits.

    Compulsory Modules, NQF Level 5, 120 Credits:
  • Professional practice (includes end-user computing), 8 credits
  • Mental Health and Wellness, 6 credits
  • Anatomy, 12 credits
  • Physiology, 12 credits
  • Physics, 6 credits
  • Chemistry, 6 credits
  • Foundations of Professional Practice, 10 credits
  • Emergency Medical Care 1 Theory, 12 credits
  • Emergency Medical Care 1 Clinical Skills, 24 credits
  • Emergency Medical Care 1 Clinical Practice, 24 credits
  • Work-integrated learning, Credit-bearing, 484 hours
  • Work-based learning, Non-credit bearing 406 hours. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate effective communication and apply principles of medical ethics, professional behaviour, and legal framework within the context the ECA operates while maintaining personal health, wellness, and safety
    2. Demonstrate understanding of the structure and function of the Emergency Medical Services (EMS) system in South Africa and how they relate to the broader health care structures within the country
    3. Demonstrate knowledge and understanding of human and basic sciences underpinning emergency care
    4. Provide emergency medical care within the Emergency Care Assistant scope of practice within a wide range of emergency medical service environment settings, which covers all communities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Communicate effectively, clearly, directly, and accurately, with patients, colleagues, and other service providers using appropriate modality, including electronic media. Terminology is consistent with professional usage
  • Undertake interactions with due sensitivity to ethnic, cultural, linguistic, and religious and gender diversity to promote human dignity.
  • Correctly apply ethical principles of beneficence, autonomy, and justice, truth-telling, promise keeping, and confidentiality in all contexts
  • Align clinical interactions and related practices with the provisions and rules of the codes of ethics of the HPCSA and professional associations for an ECA
  • Provide accurate and comprehensive legal framework explanations within which an emergency service provider and/or Emergency Care Assistant operates.
  • Comprehensively discuss the importance of mental health and wellness on the part of the emergency care provider, highlighting their role and importance, with reference to the impact on self and job effectiveness
  • Identify suitable methods for achieving and maintaining operational fitness, and describe in terms of lifestyle, diet, and exercise techniques, highlighting the impact on self and job effectiveness of the ECA in the operational context.
  • Identify methods for maintaining personal safety and apply them through appropriate risk management, scene assessment, decision making, and option taking, which maintain personal safety and the safety of immediate bystanders
  • Describe and/or demonstrate safe and effective lifting, carrying and movement of patients
  • Describe and/or demonstrate safe and effective use of emergency service vehicles and emergency response driving.
  • Correctly conduct operational routines within an EMS environment by means of comprehensive kit inspections and vehicle checks.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Accurately describe EMS in terms of structure, role, and function, both public and private, within the South African context
  • Provide correct explanations of the interdependence and interrelationships occurring between EMS and other Allied Emergency and Health Care structures
  • Correctly explain the role of the health care team in terms of key responsibilities of each role and the relationships between each role
  • Correctly identify and explain national legislation as applicable to emergency care and rescue services
  • Correctly explain and/or demonstrate multi-disciplinary approaches to emergency care and rescue scenarios
  • Correctly explain the broad operational needs of the South African Emergency Service
  • Correctly explain factors influencing the policy and operation of the emergency care and/or rescue services
  • Correctly identify and address problem areas using problem-solving and decision-making techniques in the context of ambulance services.
  • Accurately identify and discuss applicable labour legislation and labour practice applicable to the Emergency Care Services.
  • Explain principles of disaster management, as applicable to the ECA.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Accurately describe and integrate the composition, general form, spatial orientation, and position of structures within the regions of the human body within a clinical context
  • Correctly explain and integrate the physiological functioning of the human body is into patient care
  • Correctly explain and apply key principles of chemistry to emergency medical care
  • Correctly explain and apply the key principles of physics to emergency medical care
  • Accurately and comprehensively describe drugs used within the scope of practice of the Emergency Care Assistant in terms of class, schedule, trade name, and generic name, mechanism of action, indications, contraindications, precautions, side effects, packaging, dosage, and administration and route of administration

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Correctly identify potential hazards within the emergency service environment in terms of their origins, impact, and means of management or mitigation. Scene and incident management is carried out in line with the best practices and established procedures
  • Accurately describe emergency medical care equipment in terms of function, storage, maintenance, and safe use
  • Discuss and implement infection control in line with established procedures
  • Correctly integrated patient care and clinical skills/procedures, in line with the ECA's scope of practice.
  • Describe and demonstrate the principles of primary health care, disease prevention, health promotion, and counselling that are within the scope of an emergency care assistant
  • Describe and promote HIV and AIDS awareness in oneself and among others in the immediate environment
  • Describe the role of the ECA within the primary health care system.
  • Perform clinical assessment and clinical decision-making in line with the scope of practice of an ECA, and treatment for minor injuries and minor ailments in specific controlled and supervised circumstances is provided
  • Render emergency care support to the sick or injured individual, groups, and the community with due consideration for evidence-informed practice
  • Apply clinical skills within the ECA scope of practice
  • Recognise an emergency care and/or primary health care situation and apply appropriate knowledge and skills concerning the type of situation by using appropriate equipment within the scope of practice and capabilities of an ECA
  • Carry out patient handover in line with local protocols and procedures
  • Develop medical records that provide sufficiently accurate details of patient information and treatment
  • Conduct self-critique, realistic, accurate, and fair reflection, and use Gibbs' cycle of reflective framework to reflect own clinical competence and practice
  • Offer appropriate clinical advice that will enhance the prevention of further injury or ill health, within the confines of the ECA scope or practice
  • Carry out operational routines and procedures within an Emergency Medical Services environment

    Integrated Assessment:
    The institution will adhere to qualification and subject policies to assess learners effectively. The goal is to create an interactive learning environment that supports learners in achieving the desired outcomes. Through this approach, learners will demonstrate competence in a practical context, meeting the specific outcomes in the exit-level outcomes and their associated assessment criteria, theoretical knowledge, and critical cross-field outcomes.

    Work-integrated learning (WIL) is fundamental to the teaching and learning process, seamlessly incorporating workplace relevance into the classroom, simulation laboratory and on-site workplace training. Learners will spend designated WIL hours in the workplace settings, where they will complete a portfolio of evidence (PoE), and an essential component of the assessment process.
    Assessment will include formative and summative methods aligned with work-based integrated learning objectives. Various assessment forms will be employed, with an integrated assessment approach that includes cognitive, psychomotor, and affective aspects.

    Formative assessments may include:
  • Case studies
  • Oral presentations
  • Clinical simulations

    Clinical evaluations
  • Assignments
  • Portfolio of Evidence (PoE) / workbook
  • Tests (written & electronic)
  • Questioning
  • Practical demonstrations
  • Direct observation in simulated and/or controlled work environments

    Summative assessment may be conducted through:
  • Written examination and/or
  • Viva Voce
  • Simulation

    To qualify for examination admission, learners must achieve at least 45% in a system of continuous assessment, per module, administered by the learning centre for the clinical and theoretical aspects. The pass mark of 60% is required for each clinical assessment to be declared competent. A pass mark of 50% is required for all theoretical assessments per module.

    Quality assurance will follow the policies and procedures of Mediclinic Private Higher Education, and marks will be recorded according to the institution's official protocols. If learners have concerns regarding assessment results, they may resolve these through the institution's established policies and procedures. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares favourably with similar courses offered in many other countries. It is increasingly evident that there is a worldwide need for formally trained health care providers, including in Emergency Medical Services. Emergency Medical Technician or Ambulance Technician are terms used in some countries to denote a health carer in medical services. Some older terms used are ambulance orderly, ambulance attendant, and ambulance man.

    Country: United States of America
    Institution: Los Angeles City College
    Qualification Title: Emergency Medical Technician-Paramedic (EMT-P)
    Duration:
    The EMT-Paramedic programme takes 6 months to 1 year to complete, depending on whether the student is attending full-time or part-time, as well as the specific requirements of the training institution.
    Entry Requirements:
    Generally requires a high school diploma or equivalent (such as a GED), Applicants typically need to be certified as an Emergency Medical Technician-Basic (EMT-B), a qualification that provides initial exposure to emergency care, Some programmes may require a physical fitness assessment or background check, along with drug screening and Proficiency in English and Math is often required for effective communication and comprehension in the course and the field.

    Purpose:
    The EMT-Paramedic programme in the U.S. is intended to train individuals to perform pre-hospital emergency medical interventions and provide basic life support. Paramedics play a critical role in emergency services, providing care in various environments, from urban to rural. Similar to the higher certificate in emergency medical care, this program aims to create competent entry-level practitioners who can stabilise and transport patients effectively.

    Graduates of the EMT-Paramedic programme can: Perform comprehensive patient assessments and provide basic life-saving interventions, such as CPR, bleeding control, and airway management; Use medical equipment necessary for emergency response, such as defibrillators and basic diagnostic tools; Manage a range of emergencies, including trauma, respiratory and cardiac crises, and other medical conditions; Assist in patient transport, safely moving patients from emergency sites to healthcare facilities.

    Qualification structure:
    The EMT-Paramedic programme in the U.S. covers various subjects, typically divided into theoretical learning and practical training: Anatomy and Physiology, Patient Assessment and Basic Life Support, Emergency Medical Care, Pharmacology and Medication Administration, Ethics and Professional Responsibilities, and Clinical Experience. Examples of institutions offering the EMT-Paramedic programmes include Miami Dade College (Florida), Los Angeles City College (California), Concorde Career College (various locations), Weber State University (Utah) and University of Alaska Anchorage (Alaska).
    Each programme offers a mix of classroom learning, skills labs, and clinical placements essential for practical training.

    Similarities:
    EMT-Paramedic is classified as a post-secondary non-degree award or diploma in the U.S.; it is comparable to Level 5 on the South African NQF, aligning with foundational EMS training and competencies for basic emergency medical care. The programme generally requires 30-45 credit hours, translating to around 300-500 contact hours depending on the state and institution. This includes both classroom learning and clinical practice.
    In the United States of America (USA), the Emergency Medical Technician-Paramedic (EMT-P) programme closely aligns with the Higher Certificate in Emergency Medical Care. The EMT-P qualification equips students with foundational skills for pre-hospital care, preparing them to respond to medical emergencies at an entry-level scope.

    Both qualifications prepare entry-level EMS practitioners, but the Higher Certificate in Emergency Medical Care offers more detailed competencies for South Africa's diverse healthcare environments, including rural and underserved areas. The U.S. EMT-Paramedic certification is geared more toward structured EMS settings within an urban or suburban context. The clinical training and credits of the Higher Certificate in Emergency Medical Care is slightly more intensive, requiring 120 credits and a full year of study. The EMT-Paramedic programme is usually shorter and may vary in hands-on training depending on the state's requirements.

    In the U.S., the EMT-P is a pathway to becoming a paramedic, with options for further specialisation and advanced practice. In South Africa, the Higher Certificate in Emergency Medical Care qualifies graduates to become Emergency Care Assistants (ECAs) under the HPCSA. The EMT-Paramedic program in the U.S. aligns closely with the Higher Certificate in Emergency Medical Care in South Africa, though the HCEC is slightly more comprehensive. Both are critical entry points for emergency medical care, designed to prepare practitioners to deliver competent and effective care in pre-hospital environments.

    Country: United Kingdom
    Institution: Apex Medical and Rescue
    Qualification Title: Diploma for Associate Ambulance Practitioners (AAP).
    NQF Level: RQF Level 4
    Credits: 145
    Duration: 18 months
    Entry Requirements:
  • Applicants need to be at least 18 years old; Entry generally requires a Level 3 qualification (such as GCSEs) in relevant subjects (e.g., English,
  • Math, or Science), though specific requirements may vary depending on the provider. Given the physically demanding nature of EMS work, some programmes may require a health screening or physical fitness assessment.
    And
  • Applicants may need to undergo a Disclosure and Barring Service (DBS) check as part of the requirements for working with vulnerable populations.

    Purpose:
    The purpose of the Level 4 Diploma for Associate Ambulance Practitioners (RQF) is to provide learners with the skills, knowledge, and understanding required to work as an Associate Ambulance Practitioner.
    This UK diploma is designed for those entering emergency medical services at a foundational level, providing essential skills for working alongside paramedics and delivering pre-hospital emergency care. The Level 4 Diploma for Associate Ambulance Practitioners (AAP) aims to equip individuals with foundational emergency medical skills necessary to support paramedics and other healthcare professionals in delivering pre-hospital care.

    Similarities:
    The United Kingdom (UK) and the South African (SA) qualifications prepare learners to assess, stabilise, and provide life support to patients before they reach a hospital. It serves as a critical entry-level certification within the UK's emergency care framework.

    Graduates of the AAP Diploma are trained to: Perform patient assessments and administer basic life support, such as CPR and first aid; Provide care for various medical and trauma-related emergencies, using essential EMS equipment; Assist paramedics in pre-hospital settings with a solid foundation in basic anatomy, physiology, and emergency care techniques; Understand the legal, ethical, and professional responsibilities in the emergency medical services field.

    The AAP Diploma covers both theoretical knowledge and practical skills, typically divided into core modules that include: Basic Anatomy and Physiology, Patient Assessment and Basic Life Support, Trauma and Medical Emergency Care, Pharmacology, Legal and Ethical Responsibilities, Communication and Interpersonal Skills, and Practical training in pre-hospital environments, usually in NHS ambulance services, allowing learners to apply their skills under supervision. This qualification is a Level 4 on the Regulated Qualifications Framework (RQF), similar to the scope of foundational professional certificates in healthcare.

    In Comparison with South Africa, the UK Level 4 is roughly comparable to Level 5 on the South African National Qualifications Framework (NQF), indicating a similar level of competency required for entry-level EMS practice. The AAP Diploma typically comprises approximately 40 credits on the RQF, encompassing around 300-400 hours of study that combine theoretical instruction, practical skills labs, and clinical placements. The duration of the AAP Diploma programme is typically 6-12 months, depending on whether the learner is studying full-time or part-time, as well as the specific requirements of the training institution. In the UK, the Diploma for Associate Ambulance Practitioners (AAP) is offered by multiple institutions, such as Med Learn Training and Apex Medical and Rescue.

    While both qualifications aim to train entry-level EMS providers, the Higher Certificate in Emergency Medical Care in South Africa is slightly more extensive, requiring around 120 credits and typically a full year of study. Additionally, the Higher Certificate in Emergency Medical Care includes more detailed competencies for working in varied healthcare environments, including rural and underserved areas. At the same time, the UK AAP Diploma is tailored more specifically to support NHS ambulance services. The Higher Certificate in Emergency Medical Care includes comprehensive training aligned with South Africa's unique healthcare needs, preparing ECAs to serve in diverse cultural and socioeconomic contexts. The AAP Diploma, meanwhile, focuses primarily on the UK's structured EMS settings.. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Higher Certificate in Diagnostic and Procedural Coding, NQF Level 5.
  • Higher Certificate in Nursing, NQF Level 5

    Vertical Articulation:
  • Diploma in Emergency Medical Care, NQF Level 6.
  • Diploma in Nursing, NQF Level 6
  • Advance Certificate in Technical Rescue Operations, NQF Level 6.
  • Bachelor of Emergency Medical Care, NQF Level 8.

    Diagonal Articulation:
  • Occupational Certificate: Health Care Benefits Advisor, NQF Level 5. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    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. Mediclinic (Pty) Ltd - Corporate Office 


    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.