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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Radiography in Diagnostics 
SAQA QUAL ID QUALIFICATION TITLE
101905  Bachelor of Radiography in Diagnostics 
ORIGINATOR
Central University of Technology, Free State 
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  Curative Health 
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   2034-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
65320  National Diploma: Radiography: Diagnostic  Level 6  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Bachelor of Radiography in Diagnostics qualification is designed to develop a competent professional with knowledge and skills required for radiography, and experience in applying such knowledge and skills in the appropriate workplace context. The holder of this qualification will demonstrate skills in management and research, allowing him or her to work independently and in a supervisory capacity, within the health care team. This qualification will enable the professional to competently integrate theory, principles, proven techniques, practical experience and appropriate skills to the solution of well-defined and abstract problems in the selected field of radiography. The learner will be able to become a reflective practitioner and a life-long learner in his or her profession, thereby benefiting the community and society.

Successful completion of this qualification will enable the graduate to register with the Health Professions Council of South Africa as Radiographers. Registration will be assurance to the community and society that the professional will at all times practice within the relevant scope as determined by the Statutory Health Council.

Rationale:
The Bachelor of Radiography (B Rad) replaces the National Diploma: Radiography and the Baccalaureus Technologiae: Radiography and has been developed in response to policy from the National Department of Health for the offering of four-year professional Bachelor's degrees for all health care professionals. The requirements from the National Department of Health policy are aligned with the NQF and Higher Education Qualifications Sub-Framework. It is in response to these national imperatives from the Department of Health that the Professional Board for Radiography and Clinical Technology at the Health Professions Council of South Africa (HPCSA) that the health care qualifications have been reviewed with a view to ensuring their compliance with latest national requirements.

Radiography is classified as a scarce skills profession in South Africa, and is listed on the Department of Labour's 2007 National Scarce Skills List. In terms of agreement no. 1 of 2004, taken at the Public Health and Welfare Sectoral Bargaining Council, radiographers are also classified as a "designated health professionals working group in public health sector hospitals/institutions.

Given the need for, and the scarcity of professionally qualified radiographers in South Africa, the offering of this qualification will play a crucial role in the upliftment of standards in the field of radiography in the country. Graduates of the current qualifications - National Diploma in Radiography and the Baccalaureus Technologiae in Radiography - boast a good employment rate, partially due to the national need for Radiographers. The Bachelor of Radiography in Diagnostics qualification is envisaged to continue to address this need well into the foreseeable future. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Selection of such learners will be conducted on an individual basis in accordance with the Recognition of Prior Learning (RPL) policy of the institution. A functional system for RPL is in place at the institution.

RPL applications for the institution are received by the Centre for Assessments and Graduations. The candidates are required to complete a RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive work learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the Faculty of Health and Environmental Sciences for assessment. The faculty's RPL committee assesses the candidate's portfolio thoroughly against the relevant learning outcomes.

Entry Requirements:
  • National Senior Certificate (NSC) granting access to Bachelor's Degree studies and with appropriate subject combinations and levels of achievement.
    Or
  • Higher Certificate, Level 5.
    Or
  • Advanced Certificate in a cognate field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Levels 5, 6 7 and 8 and elective modules at Level 8, totalling 480 Credits.

    Compulsory modules at Level 5: 120 Credits:
  • Advanced Digital Literacy, 6 Credits.
  • Anatomy and Physiology I, 24 Credits.
  • Basic Digital Literacy, 6 Credits.
  • Academic Literacy and Communication Studies, 12 Credits.
  • Personal Information Management, 0 Credits.
  • Patient Care - and Management I, 12 Credits.
  • Pathology I, 12 Credits.
  • Research Principles I, 12 Credits.
  • Radiographic Procedures I (WIL), 12 Credits.
  • Radiation Physics I, 24 Credits.

    Compulsory modules at Level 6: 120 Credits:
  • Anatomy and Physiology II, 24 Credits.
  • Imaging Technology II, 12 Credits.
  • Patient Care - and Management II, 12 Credits.
  • Pathology II, 12 Credits.
  • Radiographic Practice II, 12 Credits.
  • Research Principles II, 12 Credits.
  • Radiographic Procedures II (WIL), 24 Credits.
  • Radiation Physics II, 12 Credits.

    Compulsory modules at Level 7: 120 Credits:
  • Imaging Technology III, 24 Credits.
  • Patient Care- and Management III, 12 Credits.
  • Pathology III, 12 Credits.
  • Radiographic Practice III, 12 Credits.
  • Research Principles III, 12 Credits.
  • Anatomy and Physiology III, 12 Credits.
  • Radiation Physics III, 24 Credits.
  • Radiographic Procedures III (WIL), 12 Credits.

    Compulsory modules at Level 8: 96 Credits:
  • Patient Care- and Management IV, 12 Credits.
  • Radiographic Practice IV, 18 Credits.
  • Research Principles IV, 12 Credits.
  • Anatomy and Physiology IV, 12 Credits.
  • Pathology IV, 12 Credits.
  • Radiation Physics IV, 12 Credits.
  • Radiographic Procedures IV (WIL), 18 Credits.

    Elective modules at Level 8: 24 Credits (Select two modules):
  • Project Management Process IV, 12 Credits.
  • Microbiology and Cannulisation IV, 12 Credits.
  • Entrepreneurship IV, 12 Credits.
  • Person Centred Care IV, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
  • Demonstrate an understanding of a fundamental knowledge base of the main areas of one or more fields or disciplines and an informed understanding of the important terms, rules, concepts, principles and theories in one or more fields or disciplines.
  • Demonstrate an understanding of the organisation or operating environment as a system within a wider context and in relation to the society.
  • Effectively apply essential methods, procedures and techniques of the field or discipline.
  • Interpret, convert and evaluate text and operational symbols or representations.
  • Use knowledge to solve well-defined problems both routine and unfamiliar within a familiar context.
  • Adjust an application of a solution within relevant parameters to meet the needs of changes in the problem or operating context.
  • Evaluate the change using relevant evidence.
  • Demonstrate efficient information-gathering, analysis and synthesis, and evaluation skills.
  • Demonstrate presentation skills using appropriate technological skills.
  • Communicate information coherently using basic conventions of an academic/professional discourse reliably in writing and verbally.
  • Take responsibility for own learning within a supervised environment.
  • Take decisions about and responsibility for actions.
  • Demonstrate a sound knowledge in at least one discipline/field.
  • Demonstrate a sound understanding of one or more discipline/field's key terms, rules, concepts, established principles and theories.
  • Show awareness of how the discipline/field relates to cognate areas.
  • Effectively select and apply the central procedures operations and techniques of a discipline/field.
  • Solve well-defined but unfamiliar problems using correct procedures and appropriate evidence.
  • Demonstrate a critical analysis and synthesis of information.
  • Present of information using basic information technology.
  • Present and communicate information reliably and coherently, using academic/professional discourse conventions and formats appropriately.
  • Evaluate own learning and identify learning needs within a structured learning environment.
  • Demonstrate a capacity to take the initiative to address these needs.
  • Demonstrate a capacity to assist others with identifying learning needs.
  • Demonstrate a well-rounded and systematic knowledge base in one or more disciplines/fields and a detailed knowledge of some specialist areas.
  • Demonstrate a coherent and critical understanding of one or more discipline/field's terms, rules, concepts, principles and theories.
  • Map new knowledge onto a given body of theory.
  • Demonstrate an acceptance of a multiplicity of 'right' answers.
  • Effectively select and apply essential procedures, operations and techniques of a discipline/field.
  • Demonstrate an understanding of the central methods of enquiry and research in a discipline/field.
  • Demonstrate knowledge of at least one other discipline/field's mode of enquiry.
  • Deal with unfamiliar concrete and abstract problems and issues using evidence-based solutions and theory-driven arguments.
  • Demonstrate well-developed information retrieval skills.
  • Demonstrate critical analysis and synthesis of quantitative and/or qualitative data.
  • Demonstrate presentation skills following prescribed formats, using Information Technology skills appropriately.
  • Present and communicate information and own ideas and opinions in well-structured arguments, showing an awareness of audience and using academic/professional discourse appropriately.
  • Operate in variable and unfamiliar learning contexts, requiring responsibility and initiative.
  • Accurately self-evaluate and identify and address own learning needs.
  • Demonstrate an ability to interact effectively in a learning group.
  • Demonstrate a comprehensive and systematic knowledge base in a discipline/field and a depth of knowledge in some areas of specialization.
  • Demonstrate a coherent and critical understanding of the principles and theories of a discipline/field.
  • Critique current research and advanced scholarship in an area of specialisation.
  • Make sound theoretical judgments based on evidence and think epistemologically.
  • Demonstrate an understanding of a range of research methods, techniques and technologies and select these appropriately for a particular research problem in an area of specialisation.
  • Identify, analyse and deal with complex and/or real-world problems and issues using evidence-based solutions and theory-driven arguments.
  • Demonstrate an effective information retrieval and processing skills; the identification, critical analysis, synthesis and independent evaluation of quantitative and/or qualitative data.
  • Engage with current research and scholarly or professional literature in a discipline/field.
  • Present and communicate academic/ professional work effectively, catering for a range of audiences by using a range of different genres appropriate to the context.
  • Operate effectively in complex, ill-defined contexts.
  • Self-evaluate exercising personal responsibility and initiative.
  • Manage learning tasks autonomously, professionally and ethically.
  • Continue to learn independently for continuing academic/professional development. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The Associated Assessment Criteria will apply in an integrated manner across the Exit Level Outcomes.
  • Demonstrate knowledge and skills necessary for the choice of equipment and manipulation of controls necessary for patient management and healthcare service delivery.
  • Identify and correctly apply relevant patient care before, during and after the examination in a manner which ensures that patient well-being and needs are met.
  • Understand and effectively utilise fundamental terminology and concepts of procedures and requirements in the clinical context.
  • Demonstrate skills and knowledge of first aid as and when applicable.
  • Recognise and act upon psychological, cultural and ethical considerations of the patient and their families in a professional manner.
  • Protect and maintain confidentiality of the rights of the patient, as entrenched in the Bill of Rights, the Patients Charter and relevant medical law.
  • Demonstrate an understanding of decision-making and accountability of the ethical requirements of a professional medical environment.
  • Demonstrate information technology skills to optimise communication and data management in the clinical context.
  • Demonstrate computer literacy of an adequate knowledge and use.
  • Demonstrate required technical information to facilitate the placement of learners in the clinical environment.
  • Demonstrate effective written, verbal and non-verbal communication skills during interaction with patients and health care team members.
  • Maintain departmental records and statistics accurately.
  • Interpret a request form for validity and knowledge of relevant radiographic terminology, anatomy, physiology and pathology to help in selecting appropriate techniques for the production of images necessary for providing diagnostic information to assist in patient management.
  • Select and appropriately utilise accessory equipment and imaging systems to specific positioning techniques to ensure optimal exposure factors are selected and adapted to produce images of diagnostic quality.
  • Demonstrate aseptic techniques for routine and specialised examinations.
  • Apply radiation protection and safety measures effectively to each radiographic technique and procedure.
  • Evaluate radiographic images for diagnostic quality according to relevant evaluation criteria.
  • Apply corrective measures to the radiographic techniques where necessary.
  • Develop and maintain communication and co-operation between all role players effectively in order to provide an optimal service.
  • Show respect towards the cultural and psychological diversity of patients to ensure a quality service is provided.
  • Apply quality assurance principles to ensure optimal results within the context of diagnostic radiography.
  • Demonstrate research principles and methodology in the field of Diagnostic Radiography research in the form of a research proposal and project.
  • Critically evaluate and use suitable resources to facilitate the research project.
  • Select and critically evaluate relevant patient and clinical information and data.
  • Compile data and information scientifically.
  • Evaluate Radiographic images for diagnostic quality according to relevant evaluation criteria to ensure that the images conform to the medico-legal requirements.
  • Apply corrective measures to the radiographic techniques where necessary.
  • Prepare for routine and specialised radiographic techniques and procedures with and without contrast media, and perform competently.
  • Observe and adhere to departmental and professional council requirements in the maintenance of records and statistics.
  • Assess patient relevant to presenting clinical condition and take appropriate action.
  • Recognise signs and symptoms of contrast media reaction.
  • Ensure relevance of the research is in line with national needs and biomedical ethical policies and procedures.
  • Communicate radiographic appearances to the referring health care professional to enable further patient management.
  • Exercise and justify independent judgement and discretion in the performance of additional radiographic views.
  • Demonstrate an understanding of the principles of quality assurance and quality control in the development of departmental protocols.
  • Select, order and maintain equipment and accessories within an available budget to provide an efficient and cost-effective service.
  • Develop performance management strategies in a manner which shows an understanding of management principles and current relevant legislation.
  • Demonstrated integrated knowledge of management, technology and legislation to design and equip a new, or alter an existing, diagnostic facility.
  • Recognise signs and symptoms of contrast media reaction and take appropriate action and assistance in emergency medicine following such reactions.
  • Present research findings and conclusions in oral and written formats in accordance with established research practice.
  • Evaluate own performance against given criteria.

    Integrated Assessment:
    The philosophy in assessment is to use an appropriate variety of assessment methods in the qualification. This variety of assessment methods helps to increase assessment opportunities and encourage academic success of the learners. It also provides the opportunity for all learners to excel in one or more methods of assessment creating a culture of success. From the second year we encourage integration of themes from the different modules which also include integration of principles into clinical practice. These practices also ensure reliability and validity in assessment.

    Summative assessment papers are subject to moderation. Internal moderators will be used for modules at levels I, II and III, whilst for exit level modules (IV), external moderators will be used. All moderators (internal and external) are identified in the qualification, approved by the Faculty Board and then appointed by the Assessments and Graduation Section. For internal moderation, the qualification attempts at all times to use professionals with a qualification one level higher than the level of moderation. In cases where this criterion is not met, the professional has many years of experience in practice qualifying him/her as moderator. 
    		•

    INTERNATIONAL COMPARABILITY 
    The primary reason for designing this qualification was to meet the needs of the South African community as identified by the National Department of Health. To evaluate the degree to which this qualification is in line with international best practice it was compared to similar qualifications offered around the world.

    Comparisons were done for each specialist field of Radiography, namely: Diagnostic Radiography, Radiation Therapy, Nuclear Medicine, and Diagnostic Ultrasound.

    Diagnostic Radiography:
    For Diagnostic Radiography, qualifications from Nigeria and Australia were selected. Determining the comparability of this qualification against one from Nigeria provided some indication of the possible employability of the qualifying learners within the African continent. Nigeria offers Diagnostic Radiography qualifications which range from Certificates to Professional Degrees as well as Postgraduate courses such as Computed Tomography.

    University of Nigeria, Enugu campus offers a five-year Bachelor of Science Degree in Medical Radiography. The period of training is divided into three stages. The first year of study is the preliminary stage and focuses on Biological and Physical Sciences. The second year of study is the pre-clinical stage and focuses on Patient Care and General Hospital Practice. Learners are exposed to clinical training from the third to the fifth year of study. This last stage incorporates the clinical and professional training. All modules offered for this degree are compulsory except the Principles of Management and Histology/Histopathology (practical) courses. To be awarded the Degree, the learner must pass all subjects.

    Entrance requirements:
    Appropriate pass level of the Joint Admission and Matriculation Board examinations with English, Mathematics, Physics, Biology and Chemistry. These requirements compare favourably with the South African qualification except that, English does not form part of the requirements due to the language policies of some institutions. Chemistry is not a prerequisite to study Radiography but may be an advantage.

    Scope:
    The curriculum at undergraduate level covers mainly Diagnostic Radiography, with an introduction to Medical Ultrasound, Radiotherapy, Nuclear Medicine and Computed Tomography. This scope is also similar to the way Diagnostic Radiography is offered in South Africa, except that Computed Tomography is not taught as an additional course, but forms part of the course. Advances in Computed Topography have also been identified as an elective for the South African qualification.

    Even though this qualification does not specify which subjects or modules form part of the fundamental, core or electives, the distribution compares well with what has been included in the Bachelor of Diagnostic Radiography in South Africa, since they are both full time qualifications, learners need to pass all subjects to be awarded a Degree and that clinical training is compulsory.

    The major difference is the duration of study, learner exposure to the clinical environment and the subjects offered in the first year of study. The fact that completion of the research project is compulsory makes both qualifications comparable, professional degrees, after which the successful learner may proceed to the Masters Degree.

    Registration requirements: Qualified Radiographers register with the Radiographers Registration Board of Nigeria. This is similar to the South African situation where qualifications are developed through the participation of the Education Institutions and the members of the Professional Board for Radiography and Clinical Technology under the Health Professions Council of South Africa. Other institutions in Nigeria offer courses which may be at a level lower than that of the professional Degrees.

    Australia offers a four-year Bachelor of Science (Medical Imaging) Degree at the Curtin University of Technology. This Degree is similar to the Bachelor's Degree designed for South Africa in that both are full time and the learner must pass all courses in order to graduate. The difference lies in the course content. The qualification offered at the Curtin University of Technology has a major Mathematical content, offered in first and fourth years of study. From the program, there is no evidence of learners being introduced to research principles.

    The Curtin University of Technology has an Honours qualification which offers successful learners the chance to do Research Methodology in one of the three speciality areas, namely; Ultrasound, Nuclear Medicine or Diagnostic Radiography. This means that for learners to do research in Radiography, they will have to extend their study programme from four to five years. Extensive clinical training is done in the third and fourth year of study. This is not necessarily the situation with South African qualifications; clinical training is scheduled to commence as early as the first year. The learners who successfully complete the qualification for the Bachelor of Science (Medical Imaging) in Australia are awarded a professional status through the registration with the Australian Institute of Radiography.

    Conclusion:
    Most of the other African countries offer two to three-year qualifications. These countries do not have their own examining or accreditation bodies. Most of the courses offered are either accredited by the United Kingdom or American organisations. Since Nigeria is a country that is well established with its own regulatory authorities it has proven to be a good example for comparison with the proposed Bachelor's Degree in Diagnostic Radiography for South Africa. It is therefore shown that the South African qualification complies with international standards. 

    ARTICULATION OPTIONS 
    This qualification offers articulation possibilities with the following qualification:
    Horizontal Articulation:
  • Horizontal progression to other non-discipline specific qualifications is possible (e.g. education, management, etc.) depending on the selection criteria of the institution of application.

    Vertical Articulation:
  • Master's Degree in an approved field of study, Level 9. 
    		•

    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. Central University of Technology, Free State 


    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.