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

Diploma in Somatic Therapy 
SAQA QUAL ID QUALIFICATION TITLE
100987  Diploma in Somatic Therapy 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the qualification is to promote the physical and emotional balance and wellbeing through various holistic and preventative health systems in order to activate innate, natural healing mechanisms. The qualified somatic therapist will be able to apply and provide non-therapeutic and therapeutic skills, applied competencies and technology performing skilled holistic techniques, principles and therapies within their scope of practice and that adhere to the relevant occupational health and safety regulations and professional ethics. The learners from diverse backgrounds are equipped with the necessary competencies regarding management and entrepreneurial skills to function as independent, multi-skilled, socially and environmentally responsible therapists within their scope of practice. A lifelong learning and research culture will be promoted in an innovative Somatic therapy environment through reflective engagement ensuring best practice. Learners will further be trained to render somatic services under supervision of qualified health care professionals. Management practice and entrepreneurial skills provides graduates with opportunities to be employed in small, micro or medium business enterprises or to start their own clinical practice providing employment opportunities.

Rationale:
In recent years a major shift has taken place within the health sector where the emphasis has moved from a curative approach to a more preventative approach. Linked to this, a need for different forms of therapies to complement and supplement one another in pursuit of optimum health for clients. This has narrowed the gap between that which has traditionally been seen as allopathic and alternative medicine and therapies. Today, the traditional Western medical field acknowledges the value and positive medical research supporting various complementary, alternative and adjunct therapies and methodologies (Complementary and Alternative Medicine). Due to the availability of and access to information the general public is also more educated in terms of the health and well-being of the human body, as well as new therapies, techniques and technologies within the allopathic field, and are therefore demanding a more holistic approach from health practitioners. Therefore, the focus within the field of Somatic therapies has shifted from a more aesthetic focus to a multi-skilled health and wellness related focus. This field has seen major developments in terms of new technologies, techniques and products which place the practicing Somatologist in a position to receive referrals from health care professionals, and vice versa. It is also envisaged that even health care centres will employ qualified Somatologist to help reduce the pain and discomfort associated with recuperation and to provide relief and improved health and well-being. It is therefore vital to train Somatologists that are able to adapt to an ever changing world by identifying best-practices complying to professional standards and ethics as well as to provide to the needs of clients and the industry within clinics, wellness centres, health care settings and spas, both nationally and internationally. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL): As per institutional policy, Credits towards this qualification may be obtained by means of Recognition of Prior Learning (RPL).

Entry Requirements:
The minimum entry requirement for this qualification is:
  • National Qualifications Framework (NQF) Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5 and 6 totalling 360 Credits.

    Compulsory Modules, L5, 120 Credits:
  • Communication for Academic Purposes, 10 Credits.
  • Computer Literacy, 10 Credits.
  • Nutrition, 12 Credits.
  • Science for Occupational Purpose, 12 Credits.
  • Skilled Touch Principles and Techniques I, 24 Credits.
  • Life Skills, Credit 2.
  • Holistic and Complementary Therapy, 24 Credits.
  • Somatic Exercise Therapy, 12 Credits.
  • Information Literacy I, 2 Credits.
  • Anatomy and Physiology, I 12 Credits.

    Compulsory Modules, Level 6, 240 Credits:
  • Socio-Psychology I, 12 Credits.
  • Skilled Touch Principles and Techniques II, 24 Credits.
  • Work Integrated Learning (WIL) in Somatic Therapy, 12 Credits.
  • Anatomy and Physiology, II 12 Credits.
  • Holistic and Complementary Therapy II, 24 Credits.
  • Somatic Exercise Therapy II, 12 Credits.
  • Business Practice I, 12 Credits.
  • Nutrition II, 12 Credits.
  • Skilled Touch Principles and Techniques III, 15 Credits.
  • Holistic and Complementary Therapy III, 15 Credits.
  • WIL in Somatic Therapy, 30 Credits.
  • Nutrition III, 12 Credits.
  • Socio-Psychology II, 12 Credits.
  • General Pharmacology, 12 Credits.
  • General Microbiology I, 12 Credits.
  • Business Practice II, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1.Understanding of and an ability to apply the key terms, concepts, facts, principles, rules and theories of the related fields. Learners should also be able to demonstrate an understanding of different forms of knowledge, schools of thought and forms of explanation within all areas named above and an awareness of knowledge production processes is demonstrated.
    2.Demonstrate an ability to evaluate, select and apply appropriate methods, procedures or techniques in processes of investigation or application within a defined context in Somatic therapy. Learners should also be able to demonstrate an ability to identify, analyse and solve problems in unfamiliar contexts within Somatic therapy, gathering evidence and applying solutions based on evidence and procedures appropriate to the field.
    3.Evaluate different sources of information, to select information appropriate to the task, and to apply well-developed processes of analysis, synthesis and evaluation to that information.
    4.Demonstrate ethical and professional practice in Somatic therapy based on an awareness of the complexity of ethical dilemmas.
    5.Communicate comprehensively using appropriate technologies.
    6.Demonstrate their ability to make decisions and act appropriately in familiar and new contexts in Somatic therapy, working effectively in a team and taking responsibility for their decisions and actions as well as decisions and actions of others in well-defined Somatic therapy contexts as well as the use of resources where appropriate.
    7.Demonstrate promotion of lifelong learning in identifying learning needs in the Somatic Therapy context and providing support to the learning needs of others. 

    ASSOCIATED ASSESSMENT CRITERIA 
  • Utilise and apply a range of assessment techniques to identify potential pathologies, range of remedial therapies and techniques to the condition or context and the approach takes into account the total condition and lifestyle of client and treatment is selected and performed accordingly.
  • Evaluate and obtain information to forecast business trends.
  • Develop and maintain operational assistance and methodologies.
  • Establish resource control systems and procedures.
  • Review the effectiveness of the control systems, negotiate and agree upon budget proposals for expenditure.

    Integrated Assessment:
    Theoretical approach to assessment: Class tests as well as semester tests. Assignments (self -study). Presentations. Examinations. Practical approach to assessment: Practical reports. Written practical tests
    (continuous and summative). Practical skills tests (continuous and summative). Portfolio of evidence and case studies. Peer review. Year Level 3 Both theoretical and practical approaches to assessment: Inform students of their progress in relation to the outcome. Experiential Learning Initiative (ELI) is approached as continuous assessment to inform students of their progress and is used to direct the students for the summative assessment in the form of the final report covering all work covered throughout the year at the end of ELII. This assessment determines whether the student has met all outcomes for the Work Integrated Learning (WIL) component of the programme. Theoretical approach to assessment: Class tests as well as semester tests. Assignments (self - study). Presentations. Examinations. Practical approach to assessment: Practical reports. Written practical tests (continuous and summative). Practical skills tests (continuous and summative). Portfolio of evidence and case studies. Peer review. Continuous assessment (Complete/Incomplete). Power Point presentation. Written report. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was benchmarked against 1st world countries i.e. United Kingdom (UK), United States of America (USA), Australia, Germany and Switzerland and Southern African Development Community (SADC) countries i.e. Zimbabwe which are members of CIDESCO (the International Committee of Aestheticians and Cosmetologists based in Zurich). The prestigious CIDESCO Diploma is awarded to candidates who have passed the CIDESCO examinations and given proof of having gained at least 600 hours work experience in a beauty centre/salon. As a CIDESCO diplomat, your training is recognized in more than 33 countries including: Australia, Austria, Cypress, Denmark, Estonia, Finland, Germany, Greece, Hong Kong, Iceland, Indonesia, Ireland, Israel, Italy, Japan, Korea, Malaysia, Netherlands, New Zealand, Norway, Russia, Singapore, Slovenia, South Africa, Sweden, Switzerland, Taiwan, United Kingdom and the United States. UNITED KINGDOM (UK) State-funded colleges offer courses in Beauty Therapy (Somatology) and related therapies and are offered at National Vocational Qualification level (NVQ). A BSc (Hons) degree in Beauty Therapy is offered at universities specialising in spa and holistic therapies. Modular certificate courses range from between four to seven weeks. Courses that combine various disciplines are offered in a minimum of a three-month period. Private colleges offer similar courses and must be accredited by the Qualifications and Curriculum Authority (QCA). Beauty Therapy courses are offered at colleges up to an NVQ level 3. CIDESCO qualification is offered by some colleges. AUSTRALIA Beauty Therapy courses are offered at state colleges and private schools. These institutions have various examining bodies i.e. CIDESCO. Courses are offered on modular basis and classified as certificates, Diplomas and Advanced Diplomas. Some schools offer pathways to universities for further education. UNITED STATES OF AMERICA (USA) Courses are offered on a modular basis, however a full specialist training programme which covers a few disciplines is offered over a period of eight and a half months (900Hours). SWITZERLAND / GERMANY Qualification / Level: A Switzerland CIDESCO International Diploma in Beauty Therapy, Mode of Study: A Full Time / Part Time, Duration: A 12 months, Training: 1200 hours in practical and theoretical training. SADC COUNTRIES in general, SADC countries excluding South Africa offers training at level 2 (300 hours) and benchmark themselves against ITEC (International qualification). 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Vertical Articulation:
  • Advanced Diploma in Somatic Therapy, Level 7.

    Horizontal Articulation:
  • Diploma in Therapeutic Aromatherapy, Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Tshwane University of Technology (TUT) 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.