Form 295
HEALTH PROFESSIONS COUNCIL OF SOUTH AFRICA
PROFESSIONAL BOARD FOR EMERGENCY CARE
ACCREDITATION GUIDELINES FOR THE EMERGENCY CARE TECHNICIAN
QUALIFICATION
(PLEASE NOTE this document must be read together with the guidelines for the completion
of the portfolio for institutions wishing to offer the ECT and ECP programmes (FORM 332))
INTRODUCTION
These guidelines have been developed to guide the accreditation process for colleges
wishing to offer the new Emergency Care Technician qualification. These guidelines have
been based on the Council for Higher Education (CHE) and the Council on for Quality
Assurance in General and Further Education and Training’s and (Umalusi) accreditation
principles, and directed by similar accreditation guidelines for other programmes within the
health sciences. The aim of these guidelines is to assist providers of this programme to
produce a quality graduate while moving Emergency Care education closer toward
mainstream health education.
Therefore the main section of this document is designed to assist the provider in developing
a portfolio of evidence for the purposes of gaining accreditation and improving quality of the
offering. Also included in this document are a list of minimum requirements and a guide to
accrediting providers of work integrated clinical learning.
The accreditation process itself will comprise of four steps:
1.
Inspection for compliance


Meeting of minimum requirements
Submission of proof of registration of the ECT programme with the Department of
Education and the Council on Higher Education
Submission of proof of payment of the evaluation fee prior to the evaluation visit.
The fee is determined on a cost recovery basis in terms of the rules relating to the
payment of fees for accreditation of education and training offered by education
and training institutions under the Health Professions Act, 1974 (Board Notice
43/2009)
Updated: 20 February 2009
2. Self-evaluation
Completion of portfolio of evidence proving that quality improvement is continually
occurring with minimal supervision from accrediting bodies;
3. Validation of institutional quality
 Peer inspections of teaching and learning, facilities, and equipment
 External moderation of assessments
4. Monitoring of institutional performance


Continuous quality improvement driven by institutional performance.
Annual and three-yearly reports.
Meeting of minimum requirements does not imply that accreditation will be given or renewed.
It is imperative that emergency care education and training be raised to a new, and
continually higher, level.
Updated: 20 February 2009
Accreditation Portfolio Guide
Part 1
Criteria for Programme Input Areas
1.1
PROGRAMME DESIGN
The programme must be consistent with the college’s
mission, forms part of college planning and resource allocation, meets national requirements,
the needs of learners and the Health Professions Council of South Africa, and is intellectually
credible. It must be designed coherently and articulate well with other appropriate
programmes, where possible.1
1
Does not comply
did not comply with
the majority of the
minimum standards
specified in the
criteria
(a)
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
standards specified criterion were met.
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
4
Commend
all the minimum
standards specified
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
Relation to college’s mission and planning
(See Part 1 - 1.1.: Section (a) of Minimum Criteria Document)
1. To what extent does this programme overlap with or differs from the other
programme/s?
2. On what grounds is the continued existence of this programme justified and
warranted?
3. When and under what circumstances was the programme developed?
4. How frequently and how regularly has the programme been offered?
5. To what extent has the programme developed over the years?
6. What major challenges/problems have been associated with the programme and
how have they been resolved?
7. To what degree do the future plans or design for the programme exist?
(b)
Needs of learners and other stakeholders
(See Part 1 – 1.1.:Section (b) of Minimum Criteria Document)
1. What population of learners is the programme intended to serve?
2. What institutional, community or social needs is the programme intended to
serve?
3. What other institutions / colleges have programmes that serve the same needs
regionally and nationally?
1
CHE 1, Umalusi 1/7
Updated: 20 February 2009
Please tick [] appropriate column
Institution / college
Regionally
eg. D.U.T.
Nationally
4. What pre-requisite skills or experiences are needed in order to be accepted into
this programme. Provide selection criteria.
5. What pre-requisite skills or experiences are needed in order to succeed in this
programme?
List the pre-requisite skills/ experience that are needed to …
… to be accepted into the programme.
… to succeed in the programme.
6. What are the formal stated outcomes of the programme?
7. When are learners provided with these stated outcomes on entry into the
programme?
8. How feasible and realistic are these outcomes in terms of the abilities of the target
population and the available time and resources?
9. With respect to the respective professional or vocational field, how are the
outcomes related to the competencies they are likely to need in their future
careers?
10. How are the stated outcomes related to the adult life-role competencies learners
will need in everyday life outside of the college?
(c)
Credit value of the programme
(See Part 1 – 1.1.:Section (c) of Minimum Criteria Document)
1. At which NQF level is / are the programme(s) registered?
2. What credit(s) is/are awarded for successful completion of the programme(s)?
3. In what way can credit for the programme be applied towards fulfilment of
graduate and other degree, diploma or certificate requirements?
Updated: 20 February 2009
Complete the number of credits awarded for each year:
1st Year
2nd Year 3rd Year 4th Year Master’s
PhD
Total
Credits
Diploma
Credits
Degree
Credits
Master’s
Credits
PhD
4. Where applicable; how does the programme fit into the overall academic offering
of the sponsoring college?
(d)
Intellectual Credibility
(See Part 1 – 1.1.:Section (d) of Minimum Criteria Document)
1. Detail how other stakeholders, relevant to the emergency care industry, are
involved in the development of the programme?
(e)
Articulation
(See Part 1 – 1.1.:Section (e) of Minimum Criteria Document)
1. To what extent does the programme offer learning and career pathways to
learners with opportunities for articulation with other programmes within and
across colleges / institutions?
(f)
Characteristics and needs of professional and vocational education
(See Part 1 – 1.1.:Section (f) of Minimum Criteria Document)
1. Detail how the characteristics and needs of professional and vocational education
are catered for in the design of the programme, with specific reference to:
1.1.
promoting an understanding of the occupation in emergency care for
which the learner is being trained
1.2.
how techniques and skills required for the emergency care profession are
mastered
1.3.
how work integrated learning and placement in a work-based
environment in emergency care, form an integral part of the curriculum,
where possible
(g)
Learning materials development
(See Part 1 – 1.1.:Section (g) of Minimum Criteria Document)
1. What policy and /or procedures are in place for developing and evaluating
learning materials and ensuring their alignment with programme goals?
Updated: 20 February 2009
1.2
LEARNER RECRUITMENT, ADMISSION AND SELECTION
Recruitment documentation informs potential learners of the programme accurately and
sufficiently, and legislation regarding admission is adhered to. Admission and selection of
learners are commensurate with the academic requirements of the programme, within a
framework of widened access and equity. The number of students selected takes into
account the programme’s intended learning outcomes, its capacity to offer good quality
education and the needs of the particular profession.2
1
Does not comply
did not comply with
the majority of the
minimum standards
specified in the
criteria
(a)
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
standards specified criterion were met.
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
4
Commend
all the minimum
standards specified
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
Recruitment
(See Part 1 – 1.2.:Section (a) of Minimum Criteria Document)
1. How is the programme marketed and advertised?
2. Does the advertising and promotional material contain accurate and sufficient
information on the programme with regard to admission policies, completion
requirements and academic standards?
3. Does the marketing strategy adhere to the regulations of the Department of
Education (DoE) and the South African Quality Assurance (SAQA)?
4. Are there sufficient bursaries to cover the needs of learners of the college?
5. If not, what percentage of learners accepted on the programme, that apply for
bursaries, are not afforded them? Provide possible reasons.
(b)
Legislative Issues
(See Part 1 – 1.2.:Section (b) of Minimum Criteria Document)
1. How is the legislation regarding the following adhered to?
1.1.
admission
1.2.
matriculation exemption
1.3.
age exemption
(c)
Recognition of Prior Learning (RPL)
(See Part 1 – 1.2.:Section (c) of Minimum Criteria Document)
1. What provision is made for flexible entry routes, for example, recognition of prior
learning (RPL)?
2. What RPL policy does the programme institute?
3. How is RPL being implemented on a practical level?
2
CHE 2 / Umalusi 5
Updated: 20 February 2009
Complete the following table:
Number of learners
List type of outcome :
accredited with RPL
Exit level, critical, or specific
over past 5 yrs
List outcomes for which RPL
was accredited
4. What problems are being experienced in RPL?
5. What problems are generally experienced by learners who do not have these prerequisites?
(d)
Widening of Access
1. Where are selection criteria made explicit?
2. Indicate how these criteria contribute to the programme’s plans regarding
representivity.
(e)
Equity Policy
1. In what documentation are equity targets clearly stated?
2. What plans have been laid down to attain these targets in future?
(f)
Professional Needs
1. How are the needs of the particular profession taken into account with regard to:
1.1. the quality, and
1.2. the number of learners admitted.
Updated: 20 February 2009
(g)
Capacity of the Programme
Please complete the following table:
2007
Annual Intake of
registered learners
Gender distribution F
M
(F/M)
Race distribution
A C
I
W
Total number
completing the
course
Learner numbers
projections for the
next three years
Age range when
<18
>18< >25
registering for 1st
25
year
2007
Class sizes
1st year
2nd year
TOTAL
Updated: 20 February 2009
2008
F
A
2009
M
C
<18
2008
I
>18
<25
F
W
>25
A
2010
M
C
<18
2009
I
>18
<25
F
W
>25
A
2011
M
C
<18
2010
I
>18
<25
F
W
>25
A
Total
M
C
<18
2011
I
>18
<25
F
W
>25
A
M
C
<18
Total
I
>18
<25
W
>25
1.3.
STAFFING
The academic staff responsible for the proposed programme, are suitably qualified
and have sufficient relevant experience and teaching competence, and their
assessment competence and research profile are adequate for the nature and level
of the programme. The institution and/or other recognised agencies provide
opportunities to academic staff to enhance their teaching and assessment
competencies and to support their professional growth and development.3
1
Does not comply
did not comply with
the majority of the
minimum standards
specified in the
criteria
3
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
standards specified criterion were met.
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
CHE 3 / Umalusi 4
Updated: 20 February 2009
4
Commend
all the minimum
standards specified
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
( a)
Qualifications/ Teaching Experience
(See Part 1 – 1.3.:Section (a) of Minimum Criteria Document)
1. Please complete the following table:
Name
Qualification
(s)
Updated: 20 February 2009
HPCSA
NO
Operational /
Clinical
Experience in
years
Teaching Experience in
years
Institution
Instructional Offering
(list subjects)
2. If there is more than one instructor, what are the duties and responsibilities of each?
Names of
Instructional Offering
No. of Instructors
Duties and responsibilities of each Instructor
Instructors
Updated: 20 February 2009
3. Is there a letter of appointment outlining the roles and responsibility of the
Principal?
4. Do the training personnel have a minimum qualification of a three-year National
Diploma or Degree?
5. Are the registrable training personnel utilised by the college registered with the
HPCSA?
6. Do the training personnel have a valid instructor’s qualification, obtained from an
accredited training provider?
7. Are there condensed curriculum vitae for each training staff?
8. How often will the staff participate in regular in-service training?
9. How regular will the staff involvement with CPD be?
10. How frequent will the staff involvement with operational duties be?
11. How frequent will be the staff involvement with skills building?
12. Need for part time instructors/ expertise – motivate: e.g. skill assessments (2 per
skill), 1 staff per 12 students when teaching practicals
Updated: 20 February 2009
(b)
Assessment Competence
(See Part 1 -1.3.:Section (b) of Minimum Criteria Document)
1. Academic staff responsible for the programme, with at least one years
experience of learner assessment at the exit level outcome:
Name
Qualification
Teaching
Assessment policy at exit level of
Experience
the programme
2. What professional development and training is provided for staff as
assessors to ensure that assessment is in line with SAQA requirements?
(c)
Staff Development
(See Part 1 – 1.3.:Section (c) of Minimum Criteria Document)
1. What provision is made for staff development within the college?
Updated: 20 February 2009
(d)
Size and Seniority
(See Part 1 – 1.3.:Section (d) of Minimum Criteria Document)
The academic and support staff complement is of sufficient size and seniority for the
nature and field of the programme and the size of the learner body to ensure that all
activities related to the programme could be done effectively. An appropriate ratio
exists between full-time and part-time staff and relevant legislation and appropriate
administrative procedures are followed in the recruitment and employment of staff.
Redress and equity considerations are accounted for in the appointment of staff.
Support staff are adequately qualified and their knowledge and skills are regularly
updated.
1
2
3
4
Does not comply
Needs improvement Meets min.
Commend
standards
did not comply with did not comply with minimum standards all the minimum
the majority of the
all the minimum
as specified in the
standards specified
minimum standards standards specified criterion were met.
in the criterion were
specified in the
in criterion.
fully met and in
criteria
Problems/
addition, good
weaknesses could
practices and
be addressed in a
innovation were
short period of time
identified in relation
to the criterion.
1.
Name
Rank
2.
3.
(e)
Contact hours per staff member:
Instructional Offering
Contact hrs
per week –
academic/theo
ry (T)
Contact hrs
per week –
clinical/
practical
(C/P)
What is the staff-to-learner ratio for academic staff; expressed in fulltime equivalents (FTE’s)?
What is the staff-to-learner ratio for technical/clinical staff; expressed
in full-time equivalents (FTE’s)?
Procedures for selection, appointment, induction and payment
(See Part 1 – 1.3.:Section (e) of Minimum Criteria Document)
1. What administrative procedures with regard to staff members exist for:
1.1.
selection
1.2.
appointment
1.3.
induction
1.4.
payment
2. Staff achievements
Staff Achievement
Name of staff members
Updated: 20 February 2009
Details of
Achievement/Award
Professional Honours/
Teaching Award
Award for Research/
Publication
Staff Development &
Training
Record of completion of
studies
Service record
(f)
Contractual arrangements
1. What orientation and induction opportunities does the college provide in
which new academic staff members can participate?
(g)
Legislation and conditions of service
1. Are the stipulations of the Labour Relations Act and the conditions of
service adhered to with regard to recruitment and employment of staff?
2. How are redress and equity taken into consideration when appointing
staff?
Updated: 20 February 2009
( c)
Research Profile
1.
Name
2.
Detail how staff are involved with research:
Publications in subsidy
Publications in nonapproved journals in last 5
subsidised /other journals
yrs
in last 5 years
Papers at international
conferences in last 5 years
Outline the staff research capacity development programme available.
Updated: 20 February 2009
Papers at local conference
in last 5 years
1.4
TEACHING AND LEARNING STRATEGY
Please note that teaching and learning methods are discussed under 2.3.
The college gives recognition to the importance of promoting student learning. The
teaching and learning strategy is appropriate for the institutional type (as reflected in its
mission), mode(s) of delivery and student composition, contains mechanisms to ensure
the appropriateness of teaching and learning methods, and makes provision for staff to
upgrade their teaching methods. The strategy sets targets, plans for implementation, and
mechanisms to monitor progress, evaluate impact and effect improvement.4
1
Does not comply
did not comply with
the majority of the
minimum standards
specified in the
criteria
(a)
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
standards specified criterion were met.
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
4
Commend
all the minimum
standards specified
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
Importance of promotion of student learning
(See Part 1 – 1.4.:Section (a) of Minimum Criteria Document)
1. How is the importance of the promotion of student learning recognised and
reflected within the institution’s central operating policies and procedures, in
terms of:
1.1.
resource allocation;
1.2.
provision of support services – specify eg. computer labs,
library resources, etc;
1.3.
marketing;
1.4.
appointments; and
1.5.
promotions?
(b)
Appropriate teaching and learning methods
(See Part 1 – 1.4.:Section (b) of Minimum Criteria Document)
1. What mechanisms are in place to ensure that the teaching and learning
methods (including use of learning materials and instructional technology)
implemented are appropriate? [linked to 2.3. (b)]
(c)
Upgrading of teaching methods
(See Part 1 – 1.4.:Section (c) of Minimum Criteria Document)
1. What staff development opportunities exist for staff to upgrade their
teaching methods?
4
CHE 5 / Umalusi 3/5
Updated: 20 February 2009
(d)
Targets, implementation plans, and ways to monitor, evaluate, and effect
improvement
(See Part 1 – 1.4.:Section (d) of Minimum Criteria Document)
1. Outline how each of the following are incorporated into your college’s
teaching and learning strategy:
1.1. targets
1.2. plans for implementation
1.3. ways for monitoring progress and evaluating impact
1.4. mechanisms for feedback and improvement.
Updated: 20 February 2009
( e)
College type, mode(s) of delivery and student composition
1. Please complete the table. Place a tick [] below the appropriate box. Alternatively, indicate a percentage ratio [60:20].
Name of College
Programme Type
Mode of Delivery
Student Composition
Research Teaching Both Contact
Distance E-learning Full-time
Part-time
, %ratio
advantaged
, % ratio
Updated: 20 February 2009
historically disadvantaged
1.5
STUDENT ASSESSMENT POLICIES AND PROCEDURES
Please note that assessment practices are discussed under 2.4.
The different modes of delivery of the programme have appropriate policies and
procedures for internal assessment; internal and external moderation; monitoring of
learner progress; explicitness, validity and reliability of assessment practices;
recording of assessment results; settling of disputes, the rigour and security of the
assessment system, recognition of prior learning (RPL), and for the development of
staff competence in assessment.5
1
2
3
4
Does not comply
Needs improvement Meets min.
Commend
standards
did not comply with did not comply with minimum standards all the minimum
the majority of the
all the minimum
as specified in the
standards specified
minimum standards standards specified criterion were met.
in the criterion were
specified in the
in criterion.
fully met and in
criteria
Problems/
addition, good
weaknesses could
practices and
be addressed in a
innovation were
short period of time
identified in relation
to the criterion.
(a)
Internal Assessment
(See Part 1 – 1.5.:Section (a) of Minimum Criteria Document)
1. Outline the policies and procedures that exist for internal assessment of
learner learning achievements by academic staff responsible for the
instructional offering.
(b)
Internal and external moderation
(See Part 1 – 1.5.:Section (b) of Minimum Criteria Document)
1. What system of internal moderation is used?
2. According to which criteria and procedures are moderators appointed?
3. Outline the moderation procedure for both internal and external
moderation across the programme?
4. What is the role of the external moderator?
5. What guidelines do moderators receive in order to conduct their
responsibilities accordingly?
6. Please complete the following table:
External
Instructional
Level of
Qualification
Experience
Moderator
Offering
learning
achievement
(c)
Monitoring learner progress
(See Part 1 – 1.5.:Section(c) of Minimum Criteria Document)
5
CHE 6, Umalusi 3/5
Updated: 20 February 2009
1. How are learners examined at the final year level for the purpose of
graduation?
2. What instruments and procedures are employed as a means of collecting
evidence of the learners’ progress and achievement?
2.1.
in the academic courses?
2.2.
in the clinical/ practical sessions?
(d)
Validity and reliability of assessment practices
(See Part 1 – 1.5.:Section (d) of Minimum Criteria Document)
1. What evidence is there that the assessment instruments and procedures
yield valid and reliable results?
2. How are the assessments standards and criteria made explicit to
learners?
3. Are evaluations and marking practices consistent across all staff
members?
4. How is feedback provided to learners?
5. Within which timeframe?
6. How consistently is the assessment criteria applied across the
programme?
7. How are the marks weighted: year mark / exam mark or continuous
evaluation?
8. What development of staff competencies in assessment exist in the
programme/ institution?
9. What security measures are in place to ensure credibility of assessments?
10. What methods are used to ensure secure and reliable recording of
assessment results?
(e)
Recognition of Prior Learning (RPL)
(See Part 1 – 1.5.:Section (e) of Minimum Criteria Document)
1. Document the policies and procedures that exist for RPL in terms of:
1.1. identification
1.2. documentation
1.3. assessment
1.4. evaluation
1.5. transcription of prior learning against specified learning outcomes,
for articulation with current programmes and qualifications
1.6
INFRASTRUCTURE AND LIBRARY RESOURCES
Suitable and sufficient
venues, IT infrastructure and library resources are available for learners and staff.
Policies ensure the proper management and maintenance of library resources,
including support and access for learners and staff. Staff development of library staff
takes place on a regular basis6.
1
Does not comply
did not comply with
the majority of the
6
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
CHE 7, Umalusi 2
Updated: 20 February 2009
4
Commend
all the minimum
standards specified
minimum standards
specified in the
criteria
(a)
standards specified
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
criterion were met.
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
Venues
(See Part 1 – 1.6.:Section (a) of Minimum Criteria Document)
1. Has the college been registered with the Registrar of Companies and
educational accreditation bodies
2. Does the college have a name?
3. How is legislation regarding occupational health and safety adhered to?
(b)
Academic Facilities
(See Part 1 – 1.6.:Section (a) – 1 of Minimum Criteria Document)
1. What codes for conduct and safety exist?
2. How many dedicated lecture/seminar rooms are there?
3. Are these sufficient?
4. Are these sound treated?
5. Which of the following equipment is permanently available to the college
for teaching purposes?
Please place a tick [] next to equipment available in your programme. Provide the
quantity of each. Please note that this table is incomplete. Please complete with
all equipment available at your programme.

Equipment
No. available
Overhead Projector
Data Projector
PC with DVD player
Whiteboard
Screen
Camcorder
Table and Chair for each student
6.
7.
8.
9.
Is there a dedicated resource room?
Is there a dedicated learner study area?
Is there a college library?
Does the college have its own photocopy and fax facilities for:
9.1. Staff?
9.2. Learners?
10. Do staff members have their own offices?
11. Does each staff member have an up to date computer and software?
12. Is there a dedicated staff room?
13. Are there adequate toilet facilities and showers for staff and students?
(c)
Clinical Facilities
(See Part 1 – 1.6.:Section (a) – 2 of Minimum Criteria Document)
1. What codes for conduct and safety exist?
Updated: 20 February 2009
2. Does the college have a dedicated practical laboratory for learner
training?
3. How many adequately fitted practical laboratories are there?
4. Are drugs stored in a manner as stipulated by the Pharmacy Council of
S.A.?
5. Is there sufficient space in each lab?
(d)
General Equipment
(See Part 1 – 1.6.:Section (a) – 3 of Minimum Criteria Document)
1. What equipment allows for training in all of the areas of practice in the
course Please place a tick [] next to equipment available in your
programme. Provide the quantity of each. Please note that this list is
not exhaustive. Please add on all equipment available at your
college.
EMERGENCY CARE
Description
Cervical Collars
Head Blocks
Trauma Board
Spider Harness
Scoop Stretcher
KED
Oxygen
Fully kited ILS Jump Bag
ECG Monitor / defibrillator
Arrhythmia trainer
Infusion trainer
Pulse oximeter
Suction Unit
Sharps Container
Splints – Long
Splints – Short
Splints – Traction (i/c paediatric)
Entonox Administration Equipment
BVM Resuscitator – Adult, Child & Infant
PASG – Adult & Paediatric
Intubation Trainer - Adult…
Alternate Airways devices
Adult simulation manikin with defibrillation and intubation capabilities
CPR Manikin – Adult
CPR Manikin – Child
CPR Manikin – Infant
Obstetrics Manikin
Skeleton
Anatomical model
Cricothyroidotomy trainer
Chest decompression manikin
Stretcher - Ambulance
Stretcher – Zip
Wound Simulation Kit
Updated: 20 February 2009

Quantity
Medical Rescue (Vehicle Extrication)
Description
Fire Helmet
Protective Eyewear
Bunker Gear
Fire Gloves
Rescue Boots
Hydraulic Spreader
Hydraulic Cutter
Hydraulic Rams
Hydraulic Pump
Fire Extinguisher ( foam and dry powder)
Chainsaw
Disc Cutter
Reciprocating Saw
Pneumatic Airbags
Air Cylinders, regulator and pressure hoses
Generator
Lighting System
Chocking Devices
Tirfor Winch
Vehicle chocks
Airbag protector
Edge protection
Window punch
Bolt cutter
Hacksaw with blades
Medical Rescue (High Angle Rescue)
Climbing Helmet with headlamps
Climbing Gloves
Sit Harness with rope knife
Double lanyard – fall arresting device
13mm kernmantle static rope
9mm Kernmantle dynamic rope
Edge padding
Rope protection tubes
Carabiners (Steel)
Stretcher Rig
Rescue Basket
Anchor Plate
Load Release Straps
Pulleys
Descending Device(rescue load)
Descending Device(personal load)
Rope Grabbing Device
Slings(long)
Slings(short)
Edge Rollers
Medical Rescue (Fire Search and Rescue)
Fire Helmet
Protective Eyewear
Updated: 20 February 2009

Quantity
Bunker Gear
Fire Gloves
Rescue Boots
Self Contained Breathing Apparatus(Complete Set)
Fire Extinguisher – Water
Fire Extinguisher – Foam
Fire Extinguisher – CO2
Fire Extinguisher - Dry Chemical Powder
Fire Extinguisher – Halon
2. Is the equipment current or out of date but functional? Is it obsolete?
3. Is there a schedule for the regular maintenance and calibration of
equipment?
4. Is equipment appropriate to all clinical training sites outside the college?
5. Do learners have easy access to all training equipment?
6. What equipment do learners have to purchase?
Please place a tick [] next to equipment required. Please note that this
table is incomplete. Please complete with all equipment available at
your programme.
Equipment
BP Cuff
Stethoscope
Protective Eyewear
Rescue Gloves
7. Are the equipment costs included in the course pamphlets distributed to
potential candidates?
8. List the recommended textbooks, and the topics they cover.
9. Is there a supply of CD’s, video and DVD’s, books and journals for learner
training?
(e)
IT Infrastructure and training
(See Part 1 – 1.6.:Section (b) of Minimum Criteria Document)
1. Is the IT infrastructure available suitable and sufficient at all sites of
learning.
2. Outline the available (to both staff and learners) appropriate functional:
2.1. Hardware
2.2. Software
3. When and how are staff and learners trained in the use of technical skills
required for updated programmes?
(f)
Size and Scope of library resources
(See Part 1 – 1.6.:Section (c) of Minimum Criteria Document)
1. Please place a tick [] next to those journals, which your library
subscribes to. Provide the dates of subscription, for example, 1982 –
current.
Updated: 20 February 2009
Please complete with all journals available in your college.
Journal Title

Dates of
subscription
2. What is the budget allocation per year for the college’s library needs?
3. Does the college have its own internal library?
4. Provide a list with the availability of electronic resources:
Name of resource
Example
SABINET
1.
2.
3.
(g)
Availability
Limitations, if any
Library computer
Opening times of library
Management and maintenance of library resources
(See Part 1 – 1.6.:Section (d) of Minimum Criteria Document)
1. What policies exist to ensure the proper management and maintenance of
library resources, as well as their continuous renewal and expansion?
(h)
Integration of library resources into curriculum
1. Describe the interventions used to integrate the library resources into the
curriculum?
2. How accessible and available are library resources to learners?
Updated: 20 February 2009
1.7
PROGRAMME ADMINISTRATIVE SERVICES
The programme has effective administrative services in place for providing
information, managing the programme information system, dealing with a diverse
student population, and ensuring the integrity of processes leading to certification of
the qualification obtained through the programme.7
1
Does not comply
did not comply with
the majority of the
minimum standards
specified in the
criteria
(a)
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
standards specified criterion were met.
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
4
Commend
all the minimum
standards specified
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
Provision of information:
(See Part 1 – 1.7.:Section (a) of Minimum Criteria Document)
1. What system is used to keep college records?
2. How long are they kept in archives?
3. What back up system is there?
4. Are records easily accessible:
4.1.
to all staff?
4.2.
to selected staff?
(b)
Identifying non-active and at risk learners:
(See Part 1 – 1.7.:Section (b) of Minimum Criteria Document)
(1)
Academic Support
1.1.
1.2.
7
Is there an academic support policy and programme?
Is there funding to support this?
CHE 8, Umalusi 1
Updated: 20 February 2009
(2)
Student Counselling
2.1.
2.2.
2.3.
2.4.
(c)
Is there a programme responsible for counselling and career
development.
How often will the college make use of the service?
What type of feedback will be provided?
Are there policies and procedures for handling problem
learners?
Dealing with needs of a diverse learner population
(See Part 1 – 1.7.:Section (c) of Minimum Criteria Document)
1. Does the college have a language policy?
2. Are there support structures in place to help learners with language
challenges?
(d)
Ensuring the integrity of certification
(See Part 1 – 1.7.:Section (d) of Minimum Criteria Document)
1. What mechanisms are in place to quality assure the processing and
issuing of certificates?
2. What security mechanisms are in place to prevent fraud or the illegal
issuing of certificates?
3. Does certificates issued reflect the following:
3.1. Name and Reference / Registration Number of College
3.2. Name and identity number of candidate
3.3. Name of Course successfully completed
3.4. Certificate Number
3.5. Date of issue of Certificate
3.6. Name of Instructor
3.7. Signature of Principal
3.8. Validity / expiry date (where applicable)
Updated: 20 February 2009
Part 2
Criteria for Programme Process
2.1
PROGRAMME COORDINATION
The programme is effectively coordinated in order to facilitate the attainment of its
intended purposes and outcomes8.
1
Does not comply
did not comply with
the majority of the
minimum standards
specified in the
criteria
(a)
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
standards specified criterion were met.
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
4
Commend
all the minimum
standards specified
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
Mandate and responsibilities of the programme coordinator(s)
(See Part 2 – 2.1.:Section (a) of Minimum Criteria Document)
1. Are the programme co-ordinator(s) qualified with a minimum three-year
National Diploma in Emergency Medical Care?
2. Do the programme co-ordinator(s) operate within the framework of an
agreed-upon mandate?
3. Are there defined procedures and responsibilities for the co-ordinator(s)?
4. Are their responsibilities outlined in terms of:
4.1. Ensuring academic coherence?
4.2. Day-to-day delivery of the programme?
4.3. Quality management systems?
4.4. Provision of resources?
4.5. Programme review and feedback?
4.6. Programme development?
5. What opportunities exist for learner input and participation in relevant aspects
of programme coordination?
(b)
Implementation of policies for ensuring the integrity of certification
(See Part 2 – 2.1.:Section (b) of Minimum Criteria Document)
1. What mechanisms exist for monitoring the eligibility of candidates for the
awarding of certificates?
2. What mechanisms exist for monitoring the quality assuring the processing and
issuing of certificates?
2.2
8
ACADEMIC DEVELOPMENT FOR LEARNER SUCCESS
CHE 9, Umalusi 1/7
Updated: 20 February 2009
Academic development initiatives promote learner, staff and curriculum development
and offer academic support for learners, where necessary9.
1
Does not comply
did not comply with
the majority of the
minimum standards
specified in the
criteria
(a)
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
standards specified criterion were met.
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
4
Commend
all the minimum
standards specified
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
Learner and Staff development
(See Part 2 – 2.2.:Section (a) of Minimum Criteria Document)
1. Staff responsible for academic development are adequately qualified and
experienced for their task:
Please complete the table below:
Academic Development Staff Profile
Name
Qualification
Experience
2. What foundational and skills-oriented academic development is provided
for learners?
(b)
Additional learner academic support
(See Part 2 – 2.2.:Section (b) of Minimum Criteria Document)
1. What outside-of-class instruction, tutoring, clinical supervision, counselling
is provided?
Type of Instruction
1. Tutoring
2. Clinical Supervision
3. Counselling
Name of Instructor
Qualification
2. What additional form of academic support is available?
(c)
Curriculum development
1. What strategies for language skills development, numeracy and cognition,
which enhance learners’ use of disciplinary discourse and skills are included
in the programme?
2. How are academic development initiatives monitored, and is the feedback
used for improvement?
9
CHE 10, Umalusi 4
Updated: 20 February 2009
2.3
Teaching and Learning Interactions
Effective teaching and learning methods and learning materials and suitable learning
opportunities facilitate the achievement of the purposes and outcomes of the
programme.10
1
Does not
comply
did not comply
with the majority
of the minimum
standards
specified in the
criteria
(a)
2
Needs improvement
did not comply with all
the minimum standards
specified in criterion.
Problems/ weaknesses
could be addressed in
a short period of time
3
Meets min.
standards
minimum
standards as
specified in
the criterion
were met.
4
Commend
all the minimum
standards specified in
the criterion were fully
met and in addition,
good practices and
innovation were
identified in relation to
the criterion.
Guidance to learners on programme integration and outcomes
(See Part 2 – 2.3.:Section (a) of Minimum Criteria Document)
1. How are learners guided as to how the different components of the
programme contribute to the learning outcomes of the programme?
2. How are components integrated appropriately? (Refer to 2.4 (a) ).
(b)
Teaching and learning methods
(See Part 2 – 2.3.:Section (b) of Minimum Criteria Document)
1. What teaching and learning methods are implemented?
10
CHE 11, Umalusi 2
Updated: 20 February 2009
Please complete the table below: for each subject offered indicate with a [], which educational methods are implemented.
Instructional
Lecture
Tutorial Practical/laboratory
Experiential Media
Self
Group
Case
Role
Offering
work
Learning
Utilisation Study
Discussion Study
Play
1.
Updated: 20 February 2009
Other
2. Do learners undertake projects or research as part of their undergraduate
training that may require funding?
3. Is there funding from the department to support learner projects, individual
or group, that involve costs? If not, where are funds drawn from?
4. What established criteria are there to determine how these are
distributed?
5. What are the undergraduate research offerings, if any? Complete the
table below:
Name(s) of
learner(s)
(c)
Title of Research
Supervisor(s)
Year of study
Publications
Provide
details.
Suitable learning opportunities
(See Part 2 – 2.3.:Section (c) of Minimum Criteria Document)
1. How are the components organized in terms of lectures, labs, discussion
sessions, field trips, other types of scheduled sessions and clinical
practicals? Complete the table below:
1st Years
No. of
No. of Tutorial/
No. of Practical/
theoretical
Discussion
Instructional Offering
Clinical periods
TOTAL
periods per
sessions per
per week
week
week
2nd Year
Instructional Offering
Nr. of
theoretical
periods per
week
Nr. of Practical/
Clinical periods
per week
No of Tutorial/
Discussion
sessions per
week
TOTAL
2. How frequently and for how long are the various types of class meetings
scheduled? Complete the table below:
Type of Instructional
Time allocation
Total sessions Sufficient Insufficient
Offering
per session (min.)
per week
Example:

Theory
40min
x5
1. Theory
2. Practical
3. Tutorial
4. Clinic
Other, please
specify:
Updated: 20 February 2009
3. If ‘insufficient’ was indicated, provide reasons:
4. How well is the learner workload distributed throughout the course?
Complete the table below:
Theory
(periods / week)
st
1 Year
2nd Year
Clinical
(periods / week)
Practical
(periods / week)
Tutorial
(periods / week)
5. What are the self-study expectations of the learner during each level of
the programme?
Complete the table below:
Year of study
No. of hrs per day
st
1 Year
2nd Year
6. What development opportunities for staff to upgrade their teaching
methods?
7. What facilitation of suitable learning opportunities exist?
8. How often are the teaching and learning interactions monitored?
9. How is the feedback used?
(d)
Learner involvement
(See Part 2 – 2.3.:Section (d) of Minimum Criteria Document)
(1)
Academic:
1.1.
1.2.
1.3.
(2)
What activities are the learners expected to engage in during class
sessions?
What assignments or projects are learners expected to complete
outside of class?
What important instructional roles are not provided or are
performed inadequately? Why?
Clinical/Practical
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
2.7.
How are the aims and objectives of the clinical/practical
components of the programme made explicit?
Are competency statements available for each clinic/ practical?
Do the clinical sessions and laboratory sessions build into the
theoretical courses of the previous year?
In which outreach/community programmes do learners participate
How are these structured?
What systems are in place to help learners fulfil their experiential
learning requirements?
How is the work integrated learning component of the programme
structured, if applicable?
Updated: 20 February 2009
2.4
LEARNER ASSESSMENT PRACTICES
Effective assessment practices
exist which include internal (or external) assessment, as well as internal and external
moderation.11
1
Does not comply
did not comply with
the majority of the
minimum standards
specified in the
criteria
(a)
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
standards specified criterion were met.
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
4
Commend
all the minimum
standards specified
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
Integral part of teaching and learning
1. How well do the assessment procedures correspond with the programme
content and outcomes? For each exit level outcomes, provide the linked
critical cross-field outcome, the related specific outcomes and measured
assessment methods. Refer to the SAQA documentation of your
programme, completed when registering with the National Qualification
Framework (NQF).
Complete the table below:
Exit Level Outcome Critical Cross-Field
Outcome
1.
2.
3.
4.
2.
11
Specific Outcome
Assessment
method
Which outcomes or content areas are not assessed? Why not?
CHE 12, Umalusi 3
Updated: 20 February 2009
(b)
Assessment Methodology
(See Part 2 – 2.4.:Section (a) of Minimum Criteria Document)
1. What assessment methods are implemented? Please complete the table below: for each subject offered indicate with a tick [],
which assessment methods are implemented. Complete the following table:
FORMATIVE
SUMMATIV MODERATION
E
Instruction Continuous
Theory
Practical
Exam
Internal External
al Offering Evaluation
Class
Assignmen OSCEs Patient
Other
PBEC
SAND
Othe
Tests
t
simulations practical
P
F
r
Updated: 20 February 2009
(c)
Moderation
1. Outline the external moderation procedure for learners’ learning achievement on
the exit level of the qualification, with specific reference to the following:
1.1.
Criteria according to which they have been appointed
1.2.
How often moderators are rotated
1.3.
Approval by accreditation body
1.4.
Duties they are expected to perform
(d)
Reliability
1. What system is in operation to ensure accuracy, consistency and credibility or
results, including:
1.1.
consistency of marking
1.2.
concurrence between assessors and external moderators
1.3.
reliable accessibility of learners’ assessment records by all
stakeholders, as appropriate?
(d)
Rigour and security
Measures are in operation, which ensure the reliability, rigour and security of the assessment
system.
1
2
3
4
Does not comply Needs improvement
Meets min.
Commend
standards
did not comply
did not comply with all
minimum
all the minimum
with the majority the minimum standards standards as
standards specified in the
of the minimum
specified in criterion.
specified in
criterion were fully met
standards
Problems/ weaknesses the criterion
and in addition, good
specified in the
could be addressed in a were met.
practices and innovation
criteria
short period of time
were identified in relation
to the criterion.
1. How are the college / institutional /professional rules governing assessment
published and communicated to learners and all relevant stakeholders?
2. What evidence exists that these rules are adhered to?
3. How are breaches of assessment regulations dealt with?
4. In what format are learners provided with the information and guidance on their
rights and responsibilities regarding assessment processes, with regard to, for
example, definitions and regulations regarding plagiarism, penalties,
supplementary examinations, etc.
5. Where are the regulations and guidelines published for:
5.1. marking and grading of results
5.2. aggregation of marks and grades
5.3. progression and final marks
5.4. crediting and articulation?
Second submission: PBECP. 2007-04-17
37
2.5
COORDINATION OF WORK INTEGRATED LEARNING
The coordination of work
integrated learning is done effectively in all components of applicable programmes. This
includes an adequate infrastructure, effective communication, recording of progress made,
monitoring and mentoring.
1
Does not comply
did not comply with
the majority of the
minimum standards
specified in the
criteria
(a)
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
standards specified criterion were met.
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
4
Commend
all the minimum
standards specified
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
Communication
(See Part 2 – 2.5.:Section (a) of Minimum Criteria Document)
1. What is the extent of communication that takes place between the various
parties: College / programme, learners and the providers of work integrated
learning?
(b)
Recording and Monitoring system
(See Part 2 – 2.5.:Section (b) of Minimum Criteria Document)
1. What system is in operation at the College, to record and monitor regularly and
systematically the progress of the learner’s work integrated learning?
2. What system is in operation at the place of work integrated learning, to record and
monitor regularly and systematically the progress of the learner’s learning
experience?
3. Does the advisory committee play a role in the curriculum process and in the
monitoring of work integrated learning?
Second submission: PBECP. 2007-04-17
38
Part 3
Criteria for Programme Output and Impact
3.1
LEARNER RETENTION AND THROUGHPUT RATES
Information is monitored on
the learner retention and throughput rates in the programme, especially in terms of race and
gender equity, and remedial measures are taken, where necessary12.
1
Does not comply
did not comply with
the majority of the
minimum standards
specified in the
criteria
(a)
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
standards specified criterion were met.
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
4
Commend
all the minimum
standards specified
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
Monitoring of information
(See Part 3 – 3.1.:Section (a) of Minimum Criteria Document)
1.
Complete the following table:
Instructional Offering
Subjects
No.
enrolled
No.
No.
Admitted to
Passed
Exam
Throughpu
t
Rate %
Pass
Rate
%
1st YEAR:
2nd YEAR:
2.
Complete the following table (Attrition Rate):
2007
2008
2009
2010
2011
Number
accepted
Number
registered
(b)
Remedial Action
(See Part 3 – 3.1.:Section (b) of Minimum Criteria Document)
1. Describe remedial interventions used, and their success rate.
12
CHE 16, Umalusi 8
Second submission: PBECP. 2007-04-17
39
(c)
Profiles of entering and qualifying class
1. Does the profile of the qualifying class in terms of race and gender increasingly
resemble that of the entering class?
Complete the following table:
Graduating 2007
2008
2009
2010
2011
Learners:
African
Gender
F
M
F
M
F
M
F
M
F
M
Coloured
Gender
F
M
F
M
F
M
F
M
F
M
Indian
Gender
F
M
F
M
F
M
F
M
F
M
White
Gender
F
M
F
M
F
M
F
M
F
M
TOTAL
Gender
F
M
F
M
F
M
F
M
F
M
3.2
Programme Impact
The programme has taken steps to have an impact on enhancing the employability of
learners and in alleviating shortages of expertise in relevant fields, in cases where these are
the desired outcomes of the programme.
1
Does not comply
did not comply with
the majority of the
minimum standards
specified in the
criteria
(a)
2
3
Needs improvement Meets min.
standards
did not comply with minimum standards
all the minimum
as specified in the
standards specified criterion were met.
in criterion.
Problems/
weaknesses could
be addressed in a
short period of time
4
Commend
all the minimum
standards specified
in the criterion were
fully met and in
addition, good
practices and
innovation were
identified in relation
to the criterion.
External acknowledgement of programme
(See Part3 – 3.1.:Section (a of Minimum Criteria Document)
1. How is the programme acknowledged in places of work integrated learning /
community and by other institutions?
2. What plans are in place to improve programme acknowledgement, where
necessary?
3. What percentage of learners has been able to find employment in the year following
graduation? (past three years)
Second submission: PBECP. 2007-04-17
40
(b)
Mentoring system
(See Part 3 – 3.1.:Section (b) of Minimum Criteria Document)
1. Is there a mentoring system that exists to enable learners to gain knowledge of
work practices?
(c)
Employment of learners
1. Does the programme have a graduate placement service?
2. What role does the college play in graduate placements?
3. Outline how the college contributes towards job creation for graduates?
Second submission: PBECP. 2007-04-17
41
Part 4
Criteria for Program Review
4.1
Programme Review
User surveys, reviews and impact studies are undertaken at regular intervals concerning the
effectiveness of the programme. Results are used, where necessary, for improvement in the
programme’s design, delivery and resourcing, staff development or learner support13.
1
2
3
4
Does not comply
Needs improvement
Meets min. standards
Commend
did not comply with
the majority of the
minimum standards
specified in the criteria
did not comply with all
the minimum
standards specified in
criterion. Problems/
weaknesses could be
addressed in a short
period of time
minimum standards as all the minimum
specified in the
standards specified in
criterion were met.
the criterion were fully
met and in addition,
good practices and
innovation were
identified in relation to
the criterion.
(a)
Surveys
(See Part 4 – 4.1.:Section (a) of Minimum Criteria Document)
1. What initiatives are undertaken to obtain regular feedback from academics in the
programme, graduates, peers, external moderators, professional bodies and
employers, where applicable, to ascertain whether the programme is attaining its
intended outcomes?
(b)
Reviews
(See Part 4 – 4.1.:Section (b) of Minimum Criteria Document)
1. What steps are undertaken to benchmark/scale the programme against equivalent
national and international reference points with a view to goal-setting and continuous
self - improvement in within the programme?
(c)
Attainment of Outcomes
(See Part 4 – 4.1.:Section (c) of Minimum Criteria Document)
1. What measures are taken to evaluate the impact of the programme and its
graduates on the employability of learners and in alleviating shortages of
expertise in relevant fields, where these are the desired outcomes of the
programme?
2. What portion of enrolled learners completes the programme within the prescribed
period?
3. What evidence is there that learners have mastered/attain the stated outcomes at
the end of the programme?
4. Document for which exit level outcomes the programme was
4.1. Most successful?
13
CHE 18 / Umalusi 1
Second submission: PBECP. 2007-04-17
42
4.2. Least successful?
5. Document for what kind of learners the programme was
5.1. Most successful?
5.2. Least successful?
6. To what extent do learners rate their experience in the programme as producing a
meaningful and worthwhile contribution to their self-development?
7. In what ways were the learners satisfied or dissatisfied with the programme?
8. What suggestion do they have for improving the programme?
(d)
College governance and administration
(See Part 4 – 4.1.:Section (d) of Minimum Criteria Document)
1. Provide an organogram that shows how the college is structured internally.
2. How is this structure followed in the routine administration of the college’s
business? (If applicable)
3. Do staff members hold functional portfolios?
4. Are there committees with delegated functions?
5. Is there a policy and procedures document?
6. How often does the college staff meet as a whole?
7. How often do the committees meet?
8. Are there clear reporting lines for communication between staff and the Principal?
9. Is support staff aware of their expected individual roles and responsibilities?
10. Are these clearly defined?
11. How often are performance appraisals undertaken for support staff?
12. What mechanisms are in place for the development of support staff?
13. How frequent is the staff involved with skills building?
(e)
Internal review and evaluation of quality standards
(See Part 4 – 4.1.:Section (e) of Minimum Criteria Document)
1. Is there a college review and quality assurance policy?
2. Is there a formal set of procedures for internal review?
3. How frequently does it take place?
4. Does every staff member produce a formal academic plan?
5. Is this used for the purpose of annual goal setting and appraisal of progress at
regular intervals?
6. Is there an additional performance review by the Human Resource department of
the institution? (If applicable)
7. Are the criteria for career/professional advancement explicit?
8. What academic support is available to assist staff members in this process?
9. What strengths do staff perceive the department to have?
10. How would the programme benefit from collaboration with other training
programmes?
11. Outline where there is room for improvement.
(f)
Staff appraisal and development / Performance Management
(See Part 4 – 4.1.:Section (f) of Minimum Criteria Document)
1. What format of staff appraisal and development (for example, performance
management) is implemented?
(g)
Evaluation of staff by learners
(See Part 4 – 4.1.:Section(g) of Minimum Criteria Document)
1. What is the college policy regarding staff evaluation by learners?
Second submission: PBECP. 2007-04-17
43
2. Are all aspects of the programme (academic, clinical) subject to evaluation by the
learners?
3. How often is this done?
4. How are the results conveyed to staff?
5. Are interventions undertaken and monitored, where applicable?
(h)
Staff - learner communication
(See Part 4 – 4.1.:Section (h) of Minimum Criteria Document)
1. What is forum for regular staff-learner communication?
2. How effective is this?
3. Is the procedure for reporting problems clearly documented?
4. Is likely corrective action also clearly documented?
(i)
Advisory Committee for the Programme
(See Part 4 – 4.1.:Section (i) of Minimum Criteria Document)
1. Please complete the table:
Name
Position held in
Qualification
Profession
Experience
2. How does the college participate with, and act on the recommendations of:
2.1. The College Advisory Board and
2.2. The National College Council
(j)
Cost Effectiveness
1. Are the time, space, equipment and facilities requirements of the programme
comparable to other programmes in the EMS sector?
2. If not, why not?
3. How do the requirements for academic and support staff compare with other
programmes?
4. What other support services are required by the programme?
5. What direct institutional costs are associated with the programme? (If applicable).
6. What benefits derive to the college for having offered the programme?
7. How is the fee structure of the qualification for private learners determined?
Second submission: PBECP. 2007-04-17
44
I.
Minimum criteria for accreditation
Part 1
Minimum Criteria for Programme Input Areas
1.1
PROGRAMME DESIGN
The programme must be consistent with the college’s mission, forms part of college planning
and resource allocation, meets national requirements, the needs of learners and the Health
Professions Council of South Africa, and is intellectually credible. It is designed coherently
and articulates well with other appropriate programmes, where possible.
(a)
(b)
Relation to college’s mission and planning
1.
There must be engagement with local, regional and national stakeholders in
order to establish the fitness of purpose of the college
2.
Adequate attention must be given to transformational issues in the mission
and goal-setting activities of the college, including issues of community
engagement.
3.
A strategic plan must be developed
4.
Regular reviews of the nature and extent of institutional responsiveness and
of the strategies and resources used to give effect to institutional goals and
priorities must take place.
Needs of learners and other stakeholders
1.
The program should intend to serve the following populations of learners:
individuals, including school leavers, wishing to enter the field of
Emergency Care;
existing basic ambulance assistants;
existing ambulance emergency assistants; and
existing operational emergency care orderlies.
2.
The program should intend to serve the needs the community, the profession
and the Department of Health.
3.
Learners should have the following pre-requisite skills or experiences prior to
acceptance onto the program:
Reasonable physical fitness level, to be determined by a fitness
evaluation;
NQF level 4 mathematical literacy and literacy skills;
The ability to undertake independent learning; and
The ability to use information technology to access, present, record
and disseminate information.
4.
The formal stated outcomes must be consistent with the outcomes proposed by
the HPCSA
Second submission: PBECP. 2007-04-17
45
5.
6.
7.
8.
(c)
The learners must be provided with the outcomes of the program within a
reasonable time period prior to commencement of the program
The outcomes set for the program should be realistic and feasible in terms of
the abilities of the target population and the available time and resources.
The program outcomes must be closely related to the competencies that the
learners are likely to need in their future careers in emergency care.
The stated outcomes should relate to the adult life role competencies learners
will need in everyday life outside of the institution
Credit value of the programme
1.
2.
3.
(d)
The program is to be registered at NQF level 5.
Successful completion of the program should receive 240 credits.
Portability of credits towards a graduate qualification should be taken into
consideration.
Intellectual Credibility
1.
(e)
Other stakeholders, relevant to the emergency care industry, should be
involved in the development of the programme, to include the development of
an advisory board.
Articulation
1.
(f)
Provision, where possible, should be made to allow learners the opportunity to
explore other career pathways through other programs, within and across
institutions.
Characteristics and needs of professional and vocational education
1. The following issues must form an integral part of the program design:
1.1 Promotion of an understanding of the occupation in emergency care for which
the learner is being trained
1.2 Mastery of techniques and skills required for the emergency care profession
1.3 Work integrated learning and placement in a work-based environment in
emergency care
(g)
Learning materials development
1.
1.2
Policies / procedures should be established for developing and evaluating
learning materials on an on-going basis to ensure alignment with program
goals.
LEARNER RECRUITMENT, ADMISSION AND SELECTION
Recruitment documentation informs potential learners of the programme accurately and
sufficiently, and legislation regarding admission is adhered to. Admission and selection of
learners are commensurate with the academic requirements of the programme, within a
framework of widened access and equity. The number of students selected takes into
account the programme’s intended learning outcomes, its capacity to offer good quality
education and the needs of the particular profession.
Second submission: PBECP. 2007-04-17
46
(a)
Recruitment
1.
(b)
Legislative Issues
1.
(c)
A recruitment policy must be in place
An admissions and selection policy must be in place.
1.1. Admission:
For this level of qualification the minimum admission requirements are a
National Senior Certificate or equivalent qualification. The exception to this
requirement is entry via the RPL programme.
Recognition of Prior Learning (RPL)
1.
A RPL policy should be in place
2.
This policy must specifically relate to learners with an Ambulance Emergency
Assistant or Operational Emergency Care Orderly qualification and to those with
formal and in-service rescue training
3.
This policy should contain the following:
Credits should be awarded only for learning and not experience alone
Credit should be awarded only for learning that has an appropriate balance
(according to the outcomes) between theory and practical
3.3.
The determination of credit awards should be made by an appropriate subject
matter specialist
3.4.
All persons involved in RPL should be trained adequately, both initially and
ongoing.
3.1.
3.2.
1 .3 .
STAFFING
The academic staff responsible for the proposed programme, are suitably qualified and have
sufficient relevant experience and teaching competence, and their assessment competence
and research profile are adequate for the nature and level of the programme. The institution
and/or other recognised agencies provide opportunities to academic staff to enhance their
teaching and assessment competencies and to support their professional growth and
development.
(a)
Qualifications/ Teaching Experience
1.
2.
3.
4.
The Programme Co-ordinator must be a full-time appointment, hold a threeyear ND: EMC or ND: AEC or MBChB qualification, have a minimum of three
years clinical experience in the emergency care environment and two years
teaching experience, and be registered with the HPCSA.
All Emergency Care lecturers must, by 2011, hold at least a three-year ND:
EMC or ND: AEC, and have a minimum of two years clinical experience in the
emergency care environment and one year teaching experience, and be
registered with the HPCSA.
Roles and responsibilities of all lecturers need to be clearly defined
All training personnel including service subject specialists must hold a
minimum qualification of one level higher than the course being offered; i.e. an
applicable minimum three-year tertiary qualification is required.
Second submission: PBECP. 2007-04-17
47
5.
6.
7.
8.
(b)
Assessment Competence
1.
(c)
Critical Care Assistants will be able to assist with practical training until 2011,
but all theory lectures in Emergency Medical Care are to be undertaken by a
ND: EMC qualified person.
All academic staff and other training personnel (of Emergency Care and
Medical Rescue) must be registered with the HPCSA.
All academic staff, and other training personnel (full- / part-time) must hold a
valid teaching qualification or undergone an academic induction programme.
A staff CPD programme must be in place.
All academic staff must have undergone Assessor and Moderator training.
Staff Development
1.
A formalized structure regarding staff development must be in place to meet
2011 goals
(d)
Size and Seniority
The academic and support staff complement is of sufficient size and seniority for the nature
and field of the programme and the size of the learner body to ensure that all activities
related to the programme could be done effectively. An appropriate ratio exists between fulltime and part-time staff and relevant legislation and appropriate administrative procedures
are followed in the recruitment and employment of staff. Redress and equity considerations
are accounted for in the appointment of staff. Support staff are adequately qualified and their
knowledge and skills are regularly updated.
1.
2.
(e)
Procedures for selection, appointment, induction and payment
1.
1.4
Staff-to-learner ratio - 1:15 for practical sessions
Part-time staff ratio must not exceed 20% of the academic staff structure.
A policy must be in place, outlining the administrative procedures for staff,
including selection, appointment, induction and payment.
TEACHING AND LEARNING STRATEGY
Please note that teaching and learning methods are discussed under 2.3.
The institution gives recognition to the importance of promoting student learning. The teaching
and learning strategy is appropriate for the institutional type (as reflected in its mission), mode(s)
of delivery and student composition, contains mechanisms to ensure the appropriateness of
teaching and learning methods, and makes provision for staff to upgrade their teaching methods.
The strategy sets targets, plans for implementation, and mechanisms to monitor progress,
evaluate impact and effect improvement.
(a)
Importance of promotion of student learning
1.
The importance of the promotion of student learning must be recognised and
reflected within the institution’s central operating policies and procedures, in terms
of:
1.1
resource allocation
Second submission: PBECP. 2007-04-17
48
1.2
1.3
1.4
1.5
(b)
Appropriate teaching and learning methods
1.
2.
3.
(c)
A staff development plan should be established to create opportunities for
staff to upgrade their teaching methods.
Targets, implementation plans, and ways to monitor, evaluate, and effect
improvement
1.
1.5
Policies / procedures must be in place to ensure that the teaching and
learning methods implemented are appropriate.
Learning materials must be updated regularly to promote a strong evidencebased ethos
Instructional technology must be reviewed on an annual basis to maximise
learning opportunities
Upgrading of teaching methods
1.
(d)
provision of support services eg. computer labs, library resources, etc.
marketing
appointments
promotions
The institutions teaching and learning strategy should incorporate the
following, regarding quality improvement:
1.5.
targets
1.6.
plans for implementation
1.7.
ways for monitoring progress and evaluating impact
1.8.
mechanisms for feedback and improvement.
STUDENT ASSESSMENT POLICIES AND PROCEDURES
Please note that assessment practices are discussed under 2.4.
The different modes of delivery of the programme have appropriate policies and procedures
for internal assessment; internal and external moderation; monitoring of learner progress;
explicitness, validity and reliability of assessment practices; recording of assessment results;
settling of disputes, the rigour and security of the assessment system, recognition of prior
learning (RPL), and for the development of staff competence in assessment.
(a)
Internal Assessment
1.
An assessment policy must be in place
2.
Assessment may be in the form of class tests and formal
continuous evaluation.
3.
examinations,
or
The following applies to class tests and formal examinations:
3.1.
The minimum year / semester / course mark for admission into the
examination is 40%
3.2.
A learner is not allowed to transfer a year / semester / course mark from
one examination to another (i.e. an examination cannot be postponed)
3.3.
A learner who re-registers for a subject forfeits the previous year /
semester / course mark for the subject.
3.4.
The formal examination must count for at least 60% of the final mark
Second submission: PBECP. 2007-04-17
49
3.5.
3.6.
No supplementary assessments are permitted for class tests
Supplementary assessments should be available for
examinations
all
formal
4. The following applies to continuous evaluation:
4.1.
The ability of the student to integrate knowledge and skills across the
subject together with the critical cross-field outcomes must be evaluated at
some stage
4.2.
The student must be provided with an opportunity to re-take an
assessment which was unsuccessful at the first attempt
4.3.
A student who has failed a subject by continuous assessment will be
required to repeat the instructional offering.
5. Documentation / evidence with respect to each component of assessment of the
year / semester / course must be retained for scrutiny by the PBECP, SANDF, other
moderators and accreditation / quality assurance bodies as applicable.
6. Staff setting and marking assessments are to be qualified as assessors.
(b)
Internal and external moderation
1.
2.
A moderation policy must be in place
Class tests and formal examinations:
All emergency care practice, medical rescue and specialised transport final
examinations (theory and practical) must be
moderated by a PBECP
appointed moderator.
All military emergency care final examinations must be moderated by a
SANDF appointed moderator
Emergency communications centre and all scientific knowledge modules
(anatomy, etc) must be externally moderated by appropriately qualified
and experienced moderator
All other final examinations must be internally moderated
3. Continuous evaluation; moderation must occur in 60% of theoretical assessments
and all practical assessments as follows:
Emergency care practice, medical rescue and specialised transport - a
PBECP appointed moderator
Military emergency care – a SANDF appointed moderator
Emergency communications and all scientific knowledge modules (anatomy,
etc) must be externally moderated by appropriately qualified and
experienced moderator
All other modules / subjects must be internally moderated
A moderator’s report must be completed for every assessment event that is
moderated.
Moderators are required to have access to assessments, model answers /
marking rubrics and learning material a reasonable time (e.g. at least two
weeks) prior to the assessment being presented to the learners.
4. Moderators are required to have undergone formal training as assessors.
(c)
Monitoring learner progress
1.
Records of learners’ class attendance and performance in class tests (both
theoretical & practical) must be kept.
Second submission: PBECP. 2007-04-17
50
2.
(d)
Logbooks must be kept of practical / clinical sessions. These logbooks must
record the hours worked, identification & signature of supervising clinician,
comments from the clinician, reflection by the learner and skills performed.
Validity and reliability of assessment practices
1.
(e)
A policy that ensures security of assessments must be in place
Recognition of Prior Learning (RPL)
1.
1.6
Full documentation, including CV’s, assessments, certificates, portfolios, etc
must be available for every RPL application. The rational behind granting RPL
for each case must also be available.
INFRASTRUCTURE AND LIBRARY RESOURCES
Suitable and sufficient venues, IT infrastructure and library resources are available for
learners and staff. Policies ensure the proper management and maintenance of library
resources, including support and access for learners and staff. Staff development on library
matters must take place on a regular basis.
(a)
Venues
The college must be registered with the Registrar of Companies and appropriate
educational accreditation bodies
1. Academic Facilities
The following venues must be available
1.1.
Practical training venues must be large enough to accommodate all learners
without being over-crowded; and must assist in developing an environment
where learning can take place. (Minimum 5 x 5 metres for maximum 15
students)
1.2.
There must be sufficient space for all learners to sit at a desk during theory
lectures reasonably comfortably and have sufficient space during
assessments to minimise the risk of cheating.
1.3.
A dedicated learner study area
1.4.
A department library with sufficient space and physical resources for students
1.5.
Staff offices / preparation area
1.6.
Adequate toilet facilities and showers for staff and students
1.7.
The following equipment must be permanently available for teaching
purposes:
1.7.1. Data projector
1.7.2. PC with DVD player
1.7.3. Whiteboard
1.7.4. Screen
1.7.5. Desk and Chair for each student
1.8.
The following equipment must be permanently available for assessment
purposes:
Audio-visual recorder (Camcorder)
The following college office equipment / technology must be available:
1.9.1. Photocopy and fax facilities
1.9.2. Internet and email facilities
Second submission: PBECP. 2007-04-17
51
1.9.3. Minimum of one computer per full-time academic staff member
2. Clinical Facilities
College rules for conduct and safety must be in place
A drug management policy, congruent with the Pharmacy Council of SA, must be in place
3. General Equipment
3.1.
Minimum equipment requirements to be reviewed in 6 months; please note
that the Professional Board of Emergency Care Practitioners reserves the
right to increase the minimum requirements list should the need be identified
EMERGENCY CARE
Description per 15 students
Cervical Collars
Head Blocks
Trauma Board
Spider Harness
Scoop Stretcher
Ambulance Stretcher
KED
Oxygen
Fully kitted ILS Jump Bag
Automatic Defibrillator
ECG Monitor/Defibrillator
Arrhythmia Trainer
Infusion Trainer
Pulse oximetry
Suction Unit
Sharps Container
Splints – Long
Splints – Short
Splints – Traction (i/c paediatric)
Entonox Administration Equipment
BVM Resuscitator – Adult, Child & Infant
Intubation Trainer - Adult
Alternate Airways devices
Adult simulation manikin with defibrillation and intubation
capabilities
CPR Manikin - Adult
CPR Manikin - Child
CPR Manikin - Infant
Obstetrics Manikin
Skeleton
Anatomical Manikin
Cricothyroidotomy Trainer
Chest Decompression Manikin
PASG – Adult and Child
Stretcher - Zip
Wound Simulation Kit
Second submission: PBECP. 2007-04-17
Quantity
2 sets
2 sets
2
2
2
1
2
2 sets
2
2
1
1
1
1
2
2
6
6
2
2
2 per set
2
1
2
2
2
2
1
1
1
1
1
1
1
52
MEDICAL RESCUE (Vehicle Extrication)
Description per 15 students
Abrasive cutter
Airbag restraining device
Broom
Cervical collar set
Chain saw
Come along
Cribbing: Step chocks
Cribbing: Two by four box
Cribbing: Wedges
Crowbar
Edge protection (Pillar and post covers)
Extension cord
Fire extinguisher
Fuel container
Generator 2x2 Kilowatt
Hacksaw
Haligan tool
Hand tool: Double face hammer
Hand tool: Rubber mallet
Hand tool: Small bolt cutter
Hard patient protection
High lift jacks
Hydraulic chain package
Hydraulic cutters (heavy duty)
Hydraulic hose set 25 meters
Hydraulic rams, small, medium and large
Hydraulic spreaders (heavy duty)
Hydraulic power unit (duel outlet)
Hydraulic power unit (hand pump)
Jacks (Line jacks or pneumatic jacks)
Lighting Tripod and lights
Medical equipment: Jumpbag
Medical equipment: Ked
Medical equipment: Oxygen cylinder
Medical equipment: Spinal board with head blocks and spider
harness
Pneumatic airbag: High pressure airbag
Pneumatic airbag: Medium or low pressure
Pneumatic chisel
Pneumatic cylinder 300 Bar
Pneumatic regulator first stage
Pneumatic 10 meter hose set
PPE: Boot
PPE: Fire fighting rescue gloves
PPE: Eye protection
PPE: Hearing protection
PPE: Helmet with visor
PPE: Jacket and trousers
PPE: Respiratory protection
Ratchet straps
Reciprocating saw
Second submission: PBECP. 2007-04-17
1
1
1
1
1
1
4
12
8
1
1
1
1
2
1
1
1
1
1
1
1
2
1
1
2
1 each
1
1
1
2
1
1
1
1
1
2
2
1
4
1
2
1 per learner
1 pair per learner
1 per learner
1 per learner
1 per learner
1 per learner
1 per learner
4
1
53
Screwdriver star heavy duty
Screwdriver flat heavy duty
Seatbelt cutter
Soft patient protection
Spade
Traffic cones
Utility rope
Window punch
1
1
1
1
1
20
1
1
MEDICAL RESCUE (Rope Rescue)
Description per 15 students
Climbing Helmet with headlamps
Climbing Gloves
Sit Harness with rope knife
Double lanyard – fall arresting device
13mm kernmantle static rope
9mm Kernmantle dynamic rope
Edge padding
Rope protection tubes
Carabiners (Steel)
Stretcher Rig
Rescue Basket
Anchor Plate
Load Release Straps
Pulleys
Descending Device(rescue load)
Descending Device(personal load)
Rope Grabbing Device
Slings(long)
Slings(short)
Edge Rollers
Quantity
1 each
1 each
1 each
1 each
4
2
4
4
50
2
2
4
4
6
4
4
4
8
8
2
MEDICAL RESCUE (Fire Search and Rescue)
Description per 15 students
Fire Helmet
Protective Eyewear
Bunker Gear
Fire Gloves
Rescue Boots
Self Contained Breathing Apparatus(Complete Set)
Fire Extinguisher – Water
Fire Extinguisher – Foam
Fire Extinguisher – CO2
Fire Extinguisher – Dry Chemical Powder
Fire Extinguisher – Halon
Attack lines 38mmx30m
Attack nozzle
BA Tally board or white board
Rescue Mannikin
Personal Alarm System
Personal Lines
Quantity
15
15
15
15
15
15
4
4
4
4
4
11
1
1
1
2
15
Second submission: PBECP. 2007-04-17
54
(b)
3.2.
Please note that any additional equipment required by service subjects eg
Anatomy and Physiology must be provided for by the college.
3.3.
Minimum student equipment requirements:
3.3.1. BP Cuff
3.3.2. Stethoscope
3.3.3. Protective Eyewear
3.3.4. Rescue Gloves (for the elective Medical Rescue)
3.4
A maintenance and calibration of equipment policy must be in place
IT Infrastructure and training: minimum requirements
1.
2.
3.
3 computers with Internet access per 15 learners
Appropriate word processing software
Learners must be trained in use of:
3.1.
The Internet for searching and accessing relevant information
Word processing
(c)
Size and Scope of library resources
1.
Subscriptions to the following journals must be in place:
1.1.
Prehospital Emergency Care
1.2.
Journal of Emergency Medical Services (JEMS)
1.3.
South African Medical Journal (SAMJ)
2.
Students must have access to the following in the college library:
2.1.
Current and back issues of at least the specified journals
2.2.
A minimum of two copies of each of the prescribed textbooks
2.3.
A minimum of one copy of each of the recommended readings
2.4.
Additional resources such as DVDs, videos and audiovisual recordings.
3.
Recommended textbooks should cover the following topics:
3.1
Medical Ethics
3.2
Medico-legal law
3.3
Emergency Medical Dispatch
3.4
Anatomy and Physiology
3.5
Health Chemistry and Physics
3.6
Emergency Medical Care for ALS Providers
3.7
Obstetrics and Paediatrics
3.8
Aviation Medicine
3.9
Microbiology in Practice
3.10 Applied Pharmacology
3.11 General Pathology
3.12 Fire, Search and Rescue (Medical Rescue module)
3.13 Vehicle Extrication (Medical Rescue module)
3.14 High Angle Rescue (Medical Rescue module)
4.
Please note that the library can include resources of other local tertiary educational
institutes as long as these resources are reasonably accessible to students; i.e.
these resources should not be financially or geographically exclusive, and
arrangements should be made by the college and not individual students.
Second submission: PBECP. 2007-04-17
55
(d)
Management and maintenance of library resources
1.
A policy covering management and maintenance of library resources, as well
as their continuous renewal and expansion must be in place i.e. a suitable
cataloguing system, policies relating to the accessing and lending of materials,
appropriate protection systems to ensure against damage etc.
1.7
PROGRAMME ADMINISTRATIVE SERVICES
The programme has effective administrative services in place for providing information,
managing the programme information system, dealing with a diverse student population, and
ensuring the integrity of processes leading to certification of the qualification obtained
through the programme.
(a)
Provision of information:
1.
(b)
Identifying non-active and at risk learners:
1.
(c)
An academic support and student counselling policy must be in place
Dealing with needs of a diverse learner population
1.
(d)
A student records policy must be in place
A language policy must be in place
Ensuring the integrity of certification
1.
A certification policy must be in place
Second submission: PBECP. 2007-04-17
56
Part 2
Minimum Criteria for Programme Process
2.1
PROGRAMME CO-ORDINATION
The programme is effectively coordinated in
order to facilitate the attainment of its intended purposes and outcomes.
(a)
(b)
2.2
Mandate and responsibilities of the programme coordinator(s)
1.
The Co-ordinator(s) must have:
1.1.
A three year National Diploma EMC
1.2.
A Facilitators/Instructors certification.
1.3.
An Assessors certification.
2.
The Co-ordinator(s) must be given a written letter of appointment containing:
2.1.
College organogram
2.2.
Policies and procedures.
2.3.
Roles and responsibilities.
3.
Evidence of effective co-ordination:
3.1.
An internal and external body must audit academic coherence.
3.2.
A daily scheme of work, outlying times, content and the facilitators,
must be available.
3.3.
Policies and procedures must be in place to control and improve the
various processes
3.4.
There must be programme evaluation documents
3.5.
Peer reviews must be conducted
3.6.
Quarterly staff meetings must be conducted
3.7.
Research and development programmes for best evidence based
practice must be undertaken.
Implementation of policies for ensuring the integrity of certification
1.
A certification policy must be in place
ACADEMIC DEVELOPMENT FOR LEARNER SUCCESS
Academic development initiatives promote learner, staff and curriculum development and
offer academic support for learners, where necessary.
a)
b)
Learner and Staff development
1. Staff development policies should be in place.
(b)
Additional learner academic support
Academic support services need to be adequately staffed, resourced and have the
necessary infrastructure in place.
1. Clinical supervision
Learners need to be supervised by personnel with a higher scope of practice than
them, during work integrated learning.
Second submission: PBECP. 2007-04-17
57
2. Mentorship programme
A mentorship programme must be in place.
2.3
TEACHING AND LEARNING INTERACTIONS
Effective teaching and learning methods and learning materials and suitable learning
opportunities facilitate the achievement of the purposes and outcomes of the programme.
(a)
Guidance to learners on programme integration and outcomes
1.
2.
3.
(b)
Teaching and learning methods
1.
2.
3.
(c)
Implementation of appropriate teaching and learning methods to include but
not restricted to theory lectures, practical laboratory work, experiential
learning, media utilisation, etc.
Where possible, funding from the institution or elsewhere, should be made
available to support learner projects, individual or group, that involve costs.
The development of undergraduate research is strongly recommended.
Suitable learning opportunities
1.
2.
3.
4.
5.
6.
7.
(d)
Learners should be guided as to how the different components of the program
contribute the learning outcomes of the program.
It must be ensured that the different components of the program are
integrated appropriately.
Fragmentation or lack of coherence on the part of the learner must be identified as
early as possible.
The components of the program should be organized in terms of lectures,
labs, discussion sessions, field trips, other types of scheduled sessions and
clinical practicals, and made available to the learner in the form of a structured
timetable.
The various types of scheduled class meetings (eg. theory, practical, tutorial etc.)
should not exceed 40 minutes per session and should not exceed 45 sessions per
week overall.
Suitable distribution of learner workload throughout the course to provide
adequate learning opportunities.
Establishment of development opportunities for staff to upgrade their teaching
methods.
Facilitation of suitable learning opportunities must be established eg,
facilitation of learner peer evaluations
Monitoring and documenting of teaching and learning interactions by the
principal/department head or other appropriate staff members
Quality improvement through positive application of feedback from the
monitoring of teaching and learning interactions.
Learner involvement
1.
Academic:
1.1.
1.2.
Active participation of learners during class sessions should be
encouraged.
An ethos of evidence-based practice and literature reviews must be
enforced and constantly encouraged.
Second submission: PBECP. 2007-04-17
58
1.3.
2.
Learners should be encouraged to take responsibility for their own
learning, and peer review must be encouraged
Clinical/Practical
2.1.
2.2.
2.3.
The aims and objectives of the clinical/practical components of the
program must be made explicit. Skills and simulated patient evaluation
rubrics must be afforded to learners sufficiently prior to assessments
Learners should be involved in structured community programs
Robust systems must be in place to ensure that the learners are able to
fulfil their experiential learning requirements.
This involves
collaboration with the necessary health service providers, to ensure that
classroom outcomes are met in the field and hospital environment
Second submission: PBECP. 2007-04-17
59
2.4
LEARNER ASSESSMENT PRACTICES
ELO 3:EMS systems
ELO 4: Medical ethics
ELO 5: Personal wellness
ELO 6: Anatomy
ELO 7: Physiology
ELO 8: Sciences
ELO 9 - 11: Emergency Care
Practice1
ELO 12: Medical Rescue2
ELO 13: Specialised Transport
3
ELO
14:
Emergency
communications centre4
ELO 15: Military Emergency Care5
Second submission: PBECP. 2007-04-17
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1
1
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2
3
3
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4
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5
60
A choice can be made between using continuous
evaluation or class tests and a formal examination.
Both methods cannot be used in the same subject
ELO 2: HIV AIDS
A choice can be made between using continuous
evaluation or class tests and a formal examination.
Both methods cannot be used in the same subject
Effective assessment practices exist which include internal (or external) assessment, as well as internal and external moderation.
(a
a)
Assessment Methodology (Minimum assessment methods to be implemented)
FORMATIVE
SUMMATIV MODERATION
E
Instructional Offering
Continuous Theory
Practical
Exam
Interna External
Evaluation
l
Class Assig
OSCEs Patient
Other
PBECP SANDF
Tests nment
simulation practical
s
ELO 1: Communication
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Other
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Notes:
1. Emergency Care practical assessments must comprise of CPR, all OSCEs and patient
simulations:
1.1.
Continuous evaluation – CPR, all OSCEs and patient simulations for adult,
paediatric and obstetric patients must be assessed
1.2.
Class tests & formal examinations – in class tests CPR, all OSCEs and patient
simulations for adult, paediatric and obstetric patients must be assessed; in formal
examinations CPR, a selection of OSCEs (minimum 8) and patient simulations
(minimum 1) covering a cross
section of the work must be assessed.
2. Medical Rescue practical assessments must include all discipline specific rescue skills
and scenarios
2.1.
Continuous evaluation – all skills and at least one scenario per rescue discipline
must be assessed (i.e. rope, vehicle & fire rescue)
2.2.
Class tests and formal examinations – in class tests all skills and at least one
scenario per rescue discipline must be assessed (i.e. rope, vehicle & fire rescue);
in formal examinations a selection of skills (number to be determined) and a
scenario (minimum 1) covering a cross section of the curriculum must be
assessed.
3. Specialised Transport practical assessments must include all OSCEs and patient
simulations unique to this subject.
3.1.
Continuous evaluation – all OSCEs and adult, paediatric and incubator
simulations
3.2.
Class tests & formal examinations – in class tests all OSCEs and adult, paediatric
and incubator simulations must be assessed; in formal examinations a selection
of skills (number to be determined) and a patient simulation (minimum 1) covering
a cross section of the curriculum must be assessed.
4. Emergency communications centre practical assessments still to be determined, but
must include scenario assessment
5. Military Emergency Care practical assessments still to be determined but must include
scenario assessment
2.5
COORDINATION OF WORK INTEGRATED LEARNING
The co-ordination of work integrated learning is done effectively in all components of
applicable programmes. This includes an adequate infrastructure, effective communication,
recording of progress made, monitoring and mentoring.
(a)
Communication
1. A comprehensive roster muster be issued to all parties concerned.
2. WIL Guides must be issued to providers of WIL
3. Quarterly meetings must be undertaken with the co- coordinator(s) and providers
of WIL.
(b)
Recording and Monitoring system
1. Reflective practice journals/ log books must be issued to learners
2. Learner assessment documents must be completed
3. Visits to places of work integrated learning must be undertaken
Updated: February 2009
4. Quarterly meetings must be undertaken with the co-ordinator(s) and providers of
WIL.
(c)
Advisory Committee
1. The advisory committee must play a role in the curriculum process,
monitoring of work integrated learning and must meet at least twice
annually.
2. The Advisory committee must ensure that the College is informed of:
2.1. The current and future needs of the industry, eg. Qualification of staff and
changes in patient disease profiles..
2.2. Areas of training that may need re-evaluation.
2.3.
Attitudes and values, eg. Patient management, in-service training, staff
interaction.
Updated: February 2009
Part 3
Minimum Criteria for Programme Output and Impact
3.1
LEARNER RETENTION AND THROUGHPUT RATES
Information is monitored on the learner retention and throughput rates in the programme,
especially in terms of race and gender equity, and remedial measures are taken, where
necessary.
(a)
Monitoring of information
1. A system which stores and updates relevant student information in order to inform
policy, planning, implementation and review of teaching and learning must be in
place.
(b)
Remedial Action Programme
1. A remedial action policy should be in place
2. Student counsellors and educational psychologists must be available to students.
3.2
PROGRAMME IMPACT
The programme has taken steps to have an impact on enhancing the employability of
learners and in alleviating shortages of expertise in relevant fields, in cases where these are
the desired outcomes of the programme.
(a)
External acknowledgement of programme
1. Audits must be undertaken to ensure that the programme meets the needs of the
community through collaboration with places of work-integrated learning and other
institutions.
2. The College must provide evidence of plans to improve the programme where
necessary.
(b)
Mentoring system
1. A mentoring system applicable to the nature of the programme offered must be in
place.
Updated: February 2009
Part 4
Minimum Criteria for Programme Review
4.1 PROGRAMME REVIEW
User surveys, reviews and impact studies are undertaken at regular intervals concerning the
effectiveness of the programme. Results are used, where necessary, for improvement in the
programme’s design, delivery and resourcing, staff development or learner support.
(a)
Surveys
1. Initiatives must be in place to obtain regular feedback from academics in the
programme, graduates, peers, external moderators, professional bodies and
employers, where applicable, to ascertain whether the programme is attaining its
intended outcomes
(b)
Reviews
1. Steps must be undertaken to benchmark/scale the programme against equivalent
national and international reference points with a view to goal-setting and continuous
self - improvement in within the programme
(c)
Attainment of Outcomes
1. Evaluations of the impact of the programme and its graduates on the employability
of learners and in alleviating shortages of expertise in relevant fields, must be
undertaken
2. Learner reviews of the programme must be conducted
(d)
Department governance and administration
1.
2.
3.
4.
(e)
Internal review and evaluation of quality standards
1.
2.
3.
4.
(f)
Provide an organogram that shows how the department is structured internally.
Staff performance appraisals must be undertaken
All staff must have clearly defined and documented roles and responsibilities
A staff skill development plan must be in place
A college review and quality assurance policy must be in place
A formal set of procedures for internal review must be in place
Every staff member must produce a formal academic plan
A staff career / professional advancement policy must be explicit
Staff appraisal and development / Performance Management
1. A staff appraisal and development policy must be in place.
(g)
Evaluation of staff by learners
1. A policy regarding staff evaluation by learners must be in place.
Updated: February 2009
(h)
Staff - learner communication
1. A staff-learner communication policy must be in place.
(i)
Advisory Committees for the Programme
1. An advisory committee must be in place
1.1. External representatives must always exceed 60%.
1.2. Must be chaired by an external person
1.3. Minutes must be kept
1.4. Must report to the National College Council
1.5. The Advisory Committee must comprise of:
1.5.1. The Principal
1.5.2. Programme co-ordinator
1.5.3. Work-integrated learning co-ordinator
1.5.4. Students representative (current student)
1.5.5. Past student (alumnus) of the college
1.5.6. External representative of the industry nominated by virtue of their
specialised knowledge and/or representative positions (include
professional bodies and SETA’s).
2. The college must be part of, and participate in, the National College Council.
2.1. Meets annually
2.2. Representatives
2.2.1. One per college
2.2.2. National Department of Health
2.2.3. HPCSA: PBECP
2.2.4. Department of Education
2.3. Performs a quality control function
2.4. Makes recommendations to the HPCSA: PBECP
2.5. Approves and appoints external moderators
INFORMATION FOR ACCREDITING HEALTH CARE INSTITUTIONS TO PROVIDE WORK
INTEGRATED LEARNING FOR THE EMERGENCY CARE TECHNICIAN PROGRAMME
RECOGNITION
1.
Staff
The institution must provide details concerning the number of health care professionals on
their staff establishment where applicable:







Medical Officers
Professional nurses
Advanced life support personnel
 B-Tech: EMC
 National Diploma EMC / AEC
 CCA
Intermediate life support personnel
Military emergency care personnel
Medical rescue personnel
Emergency medical dispatchers
Updated: February 2009
2.
Spectrum of cases
The institution must provide a clear indication for each of the following areas
integrated learning:
 Prehospital emergency medical services:
 Number of operational bases;
 Number of ambulances operational per shift;
 Number of advanced life support units operational per shift; and
 Shift call volume with case types.

Hospitals
 Casualty department’s daily patient load with case types.
 Number of daily active operating theatres.
 Number of ICU patients per day.
 Number of CCU patients per day.
 Number of maternity patients per day.
 Number of paediatric patients per day.

Clinics / other institutions
 Daily patient load and case types.
of
work
OBLIGATIONS
Providers of work integrated learning must declare themselves prepared to allow the Health
Professions Council of South Africa or the Professional Board for Emergency Care
Personnel, if so desired, to inspect the provider’s facilities in terms of section 60 of Act 56 of
1974, both before and after recognition. The institution must also declare itself prepared to
collaborate with the Colleges.
DOCUMENTATION
The following must be in place:
 Letters of acceptance by work integrated learning providers to provide clinical placement
and mentorship / supervision.
 A guide for providers of work integrated learning from the college
 Clinical placement rosters.
 Student assessment forms
Updated: February 2009
BIBLIOGRAPHY
Umalusi (Council for Quality Assurance in General and Further Education and Training),
2006 January: Draft framework for institutional accreditation and monitoring.
CHE (Council on Higher Education), 2004 November: Criteria for programme accreditation.
Department of Education, 2005 August: Minimum admission requirements for Higher
Certificate, Diploma and Bachelor’s degree programmes requiring a National Senior
Certificate.
Durban University of Technology, 2004 October: Recognition of prior learning and current
competencies policy and procedures.
Durban University of Technology, 2001: Policy and Procedures for Continuous Assessment
Durban University of Technology, 2006: Rule Book for Students
National Fire Protection Association, 2001: Standard for Fire Service Life Safety Rope and
System Components
Updated: February 2009