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: 

Bachelor of Science in Speech Language Pathology 
SAQA QUAL ID QUALIFICATION TITLE
101706  Bachelor of Science in Speech Language Pathology 
ORIGINATOR
University of Fort Hare 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 09 - Health Sciences and Social Services  Rehabilitative Health/Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Bachelor of Speech Language Pathology is aimed at providing on-going training and skills to develop health professionals at all levels of the ECDoH service delivery model. The Bachelor of Speech Language Pathology will enhance district support by facilitating content grounded in knowledge and learning.

Upon completion learners will be able to:
  • Demonstrate knowledge in the areas of theory of speech-language pathology practice, prevention and identification, assessment and management.
  • Demonstrate knowledge of the foundations of normal development in specified areas involved in speech-language pathology.
  • Demonstrate knowledge of the foundations of pathology involved in specified areas within speech-language pathology.
  • Demonstrate knowledge of management of clients with speech-language pathologies.
  • Demonstrate an understanding of education in the promotion of ethical and professional speech-language behaviour.
  • Demonstrate the ability to demonstrate research skills of individuals with difficulties in speech-language pathologies, including the knowledge, skills, and desired professional attitudes necessary to conduct basic research.

    Rationale:
    South Africa is a multicultural and multilingual society, which has 11 official languages with different dialects. Nine (9) languages are spoken by indigenous people which amounts to almost 80% of the population of South Africa. lsiXhosa is spoken by an estimated 17 .6% of the population and is indigenous to the Eastern Cape.

    South Africa has seven quality communication disorder programmes but they have been unable to produce Speech, Language and Hearing Therapists to provide sufficient services for the country. The majority of Speech and Language graduates working in the country are white and English or Afrikaans speaking as a result therapy takes place across linguistic and cultural barriers. There are few speech and language assessments and therapeutic materials developed and available for the indigenous languages of South Africa. Therefore, speakers of the indigenous languages have invariably been under-served.

    It is important to contribute to the development of relevant undergraduate Speech Language Pathology curriculum and advance the knowledge of local languages in the country. Therefore, there is a need to recruit learners with isiXhosa languages into the Speech-and Language Pathology and Audiology qualifications, thus to promote and enhance the development of human resources and service in the region. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In accordance with institutions rules regarding to RPL, this qualification allows for Recognition of Prior Learning for a learner to attain entry/access to Speech and Language programme and to gain exemptions from programme requirements. Where an entry criterion applies, prospective learners may use prior learning experience in the field of communication science and care to gain entry to a programme. This can be achieved through providing a portfolio of evidence as proof of practical experience from appropriate setting. The learners may also be granted permission to access the qualification through Recognition of Prior Learning if s/he produces evidence of having achieved the appropriate outcomes level of knowledge, skill, and competence required. This can be achieved through providing the formal proof of credits earned towards the outcomes from an accredited service provider.

    Entry Requirements:
    The minimum requirement for this qualification is:
  • Senior Certificate (SC) with endorsement.
  • National Senior Certificate (NSC) granting access to Bachelor's Degree admission. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 8 totalling 480 Credits.

    Compulsory Modules:
  • Introduction to Professional Practice, 8 Credits.
  • Anatomy and Physiology, 12 Credits.
  • Introduction to Speech and Hearing Sciences, 12 Credits.
  • Psychology 1, 8 Credits.
  • Introduction to computer literacy, 4 Credits.
  • Clinical Education 1A, 16 Credits.
  • Clinical Education 1 B, 16 Credits.
  • Early Intervention, 10 Credits.
  • Introduction to Language and Communication Development, 10 Credits.
  • Community Engagement and Health Promotion, 8 Credits.
  • Introduction to Audiology and Sign Language, 8 Credits.
  • Psychology 1B, 8 Credits.
  • Introduction to Language and Development Disorders, 16 Credits.
  • Fluency, 10 Credits.
  • Clinical Education 2A, 16 Credits.
  • Phonological/Articulation Disorders, 12 Credits.
  • Psychology 2, 8 Credits.
  • Clinical Education 2B, 16 Credits.
  • Psychology 2, 8 Credits.
  • Voice and Resonance, 12 Credits.
  • Augmentative and Alternative Communication (AAC), 10 Credits.
  • Motor Speech Disorders, 12 Credits.
  • Swallowing Disorder, 16 Credits.
  • Aphasia and Cognitive Based Dysfunction, 16 Credits.
  • Clinical Education 3A, 16 Credits.
  • Health Administration & Management, 10 Credits.
  • Clinical Education 3 B, 16 Credits.
  • Congenital and Acquired Communication Disorders, 12 Credits.
  • Disability and Community Engagement, 12 Credits.
  • Language Learning and Literacy, 10 Credits.
  • Research Methodology, 12 Credits.
  • Clinical Education 4 A, 40 Credits.
  • Integrated Case Seminar, 12 Credits.
  • Research Project, 8 Credits.
  • Research Project, 8 Credits.
  • Integrated Case Seminars, 12 Credits.
  • Clinical Education 4 B, 40 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge in the areas of theory of speech-language pathology practice, prevention and identification, assessment and management.
    2. Demonstrate knowledge of the foundations of normal development in specified areas involved in speech-language pathology.
    3. Demonstrate knowledge of the foundations of pathology involved in specified areas within speech-language pathology.
    4. Demonstrate knowledge of management of clients with speech-language pathologies.
    5. Demonstrate an understanding of education in the promotion of ethical and professional speech-language behaviour.
    6. Demonstrate the ability to demonstrate research skills of individuals with difficulties in speech-language pathologies, including the knowledge, skills, and desired professional attitudes necessary to conduct basic research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • Describe and apply the theories of speech-language pathology in terms of prevention and identification, assessment and management of clients.

    Associated Assessment Criteria for Exit Level Outcomes 2:
  • Describe and apply in clinical work and understand the foundations of normal development in specified areas involved in speech-language pathology.

    Associated Assessment Criteria for Exit Level Outcomes 3:
  • Define and describe the foundations of pathology.
  • Apply and evaluate the foundations of speech-language pathology to the assessment of clients with varies pathologies.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • Analyse and compare the effectiveness of intervention programs.
  • Create and evaluate management plans of clients with different speech-language pathology.

    Associated Assessment Criteria for Exit Level Outcomes 5:
  • Apply and analyse ethical principals.
  • Apply professional standards to public and private contexts.

    Associated Assessment Criteria for Exit Level Outcomes 6:
  • Develop a research proposal within the field of speech-language pathology.
  • Conduct research applying appropriate research methodologies within the field of speech-language pathology.
  • Produce a research report.

    Integrated Assessment:
    The assessment policy of the institution applies to all assessments irrespective whether it is formative or summative. A variety of assessment strategies and approaches will be used during integrated assessment in a variety of simulated settings. Formative assessment may be done by means of:
  • Class tests.
  • Assignments.
  • Individual and group projects.
  • Quizzes.
  • Games.
  • Crossword puzzles.
  • Skill tests (proficiency test/clinical assessment).
  • Objective simulated clinical assessments.
  • Case studies.
  • Research project.
  • Tutorial discussions.

    Summative assessments may take the form of oral, written and practical examinations as agreed to by the relevant professional body. The semester mark and examination mark shall each count 50% towards the final mark in the module.

    A sub-minimum of 40% will apply in all Speech-Language Pathology modules.

    No learners will be admitted to the examination at the end of the module unless s/he has attended at least 85% of the contact sessions and has met all the prescribed clinical requirements.

    For all the subjects with both theoretical and practical components, as well as anatomy and physiology, the following applies:
  • Credit will only be given if both the practical and theoretical components are passed.
  • Where the learners fail one of the two components, s/he may be granted a supplementary examination in the component which was failed (for the purpose only, the practical and theoretical components will be considered as separate modules).
  • A learner who fails a supplementary examination must repeat the entire module.
  • To pass the examination in the practical component of the module learners must obtain at least 50% in the practical examination.
  • Through the duration of the study learners may be admitted to a supplementary practical examination in any module in which the practical examination was failed, provided a mark of at least 45% was obtained in the initial practical examination.
  • Fourth year learners may be granted permission to write supplementary in a course, regardless of the mark obtained provided it is the last remaining requirement for the Degree. 
    		•

    INTERNATIONAL COMPARABILITY 
    Attempts to compare the South African qualifications have seen a review of international best practice, as well as best practice on the African continent. The availability of this qualification in the African continent is still a challenge in the sense that there is paucity of this qualification.

    Countries regarded as leaders, such as Spain and Germany do not include the congenial and acquired disabilities that occur during the developmental stages within communities, and administration/management in their qualifications unlike this qualification, where comprehensive training is provided. The reason for this is that the South African qualification places emphasis on primary health care, in the health care system and range of contexts.

    The scope of practice for Speech Language Pathology Therapist in South Africa is much broader that in other countries. Furthermore, the South African curricula and environment is different, however, the main areas of training are consistent with international qualifications.

    Furthermore, graduates from this qualification will be able to access international qualifications as they are equipped to prevent, assess, diagnose and treat speech, language, cognitive-communication and swallowing disorders in persons of all ages and across a variety of settings (homes, schools, hospitals, rehabilitation centres, private practice). Also, this qualification is tailored to include Early Childhood, Child Development and Psychology which international countries do not have in the curricula.

    Also in South Africa, the undergraduates can register directly with the Professional Body whereas in the USA, students have to complete a three-year pre-degree before registering to do conduct Speech and Language Pathology. 

    ARTICULATION OPTIONS 
    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Bachelor in Speech Language Pathology, Level 8.

    Vertical Articulation:
  • Masters in Speech Language Pathology, Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


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


    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.