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 Speech-Language Pathology 
SAQA QUAL ID QUALIFICATION TITLE
101999  Bachelor of Speech-Language Pathology 
ORIGINATOR
University of Witwatersrand 
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 04 - Communication Studies and Language  Language 
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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to equip learners, through a planned combination of learning outcomes, with the knowledge, skills and attitudes consistent with best practice in the profession. The Bachelor of Speech-Language Pathology (SLP) that will enable graduates to: register with the Health Professions Council of South Africa (HPCSA) as an SLP to competently and independently provide appropriate professional services within the scope of practice, in a range of contexts to persons of all ages who are at risk for or present with communication and swallowing difficulties.

These regulations are situated within the South African context, where the newly qualified graduate will enter community service where: there may be no other SLP to provide supervision and mentorship; there may be a need to collaborate, plan, set-up, and deliver services at all levels of the health care system; there will be a need to communicate effectively and to professionally and ethically address the communication and swallowing needs of a multi-cultural and multilingual population.

Rationale:
The reason for developing this qualification is to replace the existing Bachelor of Arts [B A (Speech and Hearing Therapy)] with two new qualifications: Bachelor of Audiology and Bachelor of Speech-Language Pathology. Currently the qualification leads to registration with the Health Professions Council of South Africa (HPCSA) as both an Audiologist and a Speech Therapist. The new Degrees will permit registration as either an Audiologist or a Speech Therapist.

The other reason is that the current curriculum is too full and demanding. There are too many notional hours (6900) in the four-year curriculum leading to excessive workload and psycho-emotional stress for the learners. In addition, the HPCSA requirements for the clinical training are 400 contact hours in both Audiology and Speech Pathology (i.e., a total of 800 hours). This requires unreasonable time demands on the learners and staff as well as the need for numerous sessional staff to supervise the learners. The international and national staff-earner benchmark ratio for optimal clinical training is 1:8. This is difficult to maintain and is leading to compromised quality of training. It is believed that learners are not achieving the depth of knowledge required to function optimally in both professions. In addition, by offering these two separate qualifications in which the learners have the time to develop in-depth knowledge and skills is either Audiology or speech-Language Pathology, learners can improve their research and academic literacy and prepare them for postgraduate studies.

Both the fields of Audiology and Speech-Language Pathology, although related, have grown significantly and independently in the last two decades and are now both nationally and internationally recognised as individual disciplines and professions in their own right. There is also evidence to suggest that the two professions require different aptitudes and skills and almost all graduates choose to work in either one or the other.

The curricula will ensure that learners continue to have the requisite knowledge and skills in both Audiology and Speech-Language Pathology to provide the best professional services in the South African context. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Admission to the qualification through RPL is governed by the university's policy on RPL whereby an RPL admissions applicant is defined as a mature adult, aged at least 23 in the year in which he or she wishes to enter university study, who is able to demonstrate a minimum of five years working and learning experience relevant to the undergraduate Degree qualification he/she wishes to pursue. An RPL candidate would not normally qualify for admission for entry into an undergraduate Degree qualification in terms of the existing mature age conditional exemption certificate. Candidates who would meet this criterion are those who hold a two-year Diploma in community speech and hearing therapy. Such candidates would be admitted to the Degree and given credits for some 1st year courses and clinical hours they may have accrued during their studies.

Entry Requirements:
  • Senior Certificate with endorsement.
    Or
  • National Senior Certificate granting access to Bachelor's Degree studies with English Home Language or English First Additional Language and Mathematics. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Levels 5, 6, 7 and 8 totalling 510 Credits.

    Compulsory modules at Level 5: 135 Credits:
  • Anatomy and Physiology for Speech Pathology and Audiology Students, 15 Credits.
  • Psychology I, 30 Credits.
  • Introduction to the Structure of Language, 15 Credits.
  • Language Mind and Brain, 15 Credits.
  • Speech and Hearing Science, 30 Credits.
  • Speech Pathology and Audiology 1, 30 Credits.

    Compulsory Modules at Level 6: 120 Credits:
  • Neuroanantomy for Speech Language and Hearing, 15 Credits.
  • Phonetics, 15 Credits.
  • Psycholinguistics, 15 Credits.
  • Speech-Language Pathology II, 30 Credits.
  • Clinical Practice in Speech-Language Pathology II, 15 Credits.
  • Psychology II, 30 Credits.

    Compulsory modules at Level 7: 135 Credits:
  • Speech-Language Pathology III, 30 Credits
  • Clinical Practical in Speech-Language Pathology III, 30 Credits
  • Clinical Neurology, 30 Credits
  • Research Design and Analysis, 15 Credits
  • Psychology III, 30 Credits.

    Compulsory modules at Level 8: 120 Credits:
  • Speech-Language Pathology IV, 30 Credits.
  • Clinical Practical in Speech-Language Pathology IV, 30 Credits.
  • Research report, 30 Credits.
  • Research and Practice in the South African Context, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
  • Understand key defining concepts in speech-language pathology, the meaning of texts, arguments and position.
  • Use specialist resources in speech -language pathology.
  • Understand academic conventions in speech-language pathology.
  • Understand own position in relation to debates in speech-language pathology.
  • Understand how knowledge is reported within the discipline of speech-language pathology.
  • Apply knowledge and understand critical approaches to knowledge in speech -language pathology.
  • Understand debates, concepts, issues and concerns in speech-language pathology.
  • Apply the knowledge needed for self-directed independent learning and practice in Speech-Language Pathology.
  • Apply the knowledge necessary for on-going professional development in Speech-Language Pathology.
  • Become increasingly purposeful, self-aware, and independent in professional development and speech-language pathology practice.
  • Demonstrate integration of professional ethical values.
  • Apply the knowledge of individual, group and community diversity, dynamics and processes.
  • Show self-awareness of the professional role of others.
  • Understand the importance of collaborative processes.
  • Identify areas requiring investigation in the most suitable manner through identifying priorities in relation to case history, service delivery model of organisation, cultural background and current literature research in speech-language pathology.
  • Select speech-language assessment and intervention tools appropriate to client's needs, abilities and cultural background.
  • Understand the relationship between the individual and local, national and global issues in Speech-Language Pathology.
  • Show understanding and justification of feasible termination criteria of Speech-Language Pathology services.
  • Review and evaluate goals on a regular basis.
  • Show flexibility in implementation of speech-language programme in line with needs and environment of client.
  • Integrate Speech-Language intervention with team management of the client.
  • Justify all management decisions.
  • Write and send reports on progress after obtaining consent from client.
  • Conduct procedures to facilitate clients understanding, recovery from or adjustment to the communication problem.
  • Apply knowledge and understand the relevant literature in Speech-Language Pathology.
  • Recognise the scientific basis of the profession of Speech-Language Pathology and understand methods of science, including inquiry, problem-solving and the systematic pursuit of knowledge. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria:
    The following Associated Assessment Criteria will be applied in an integrated mananer across the Exit Level Outcomes.
  • Develop appropriate database search strategies and selection criteria in Speech-Language Pathology literature.
  • Collect, select, organise, interpret and critically evaluate different kinds of data in Speech -Language Pathology.
  • Use written and spoken language with skill and flexibility.
  • Synthesise information to articulate clearly sustained arguments in Speech-Language Pathology.
  • Apply appropriate information technologies.
  • Interpret and criticise subject matter of the discipline, policy or programme in speech-language pathology.
  • Extrapolate and integrate information and theory in Speech-Language Pathology to solve problems and plan actions within specific contexts.
  • Conduct small scale research projects using the appropriate disciplinary conventions in Speech-Language Pathology.
  • Use research data to inform practice in Speech-Language Pathology.
  • Seek appropriate collaboration with research specialists in order to research questions which are derived from clinical practice in Speech-Language Pathology.
  • Make connections between university knowledge and skills, and professional practice in Speech-Language Pathology.
  • Work constructively with diversity.
  • Demonstrate independence, initiative, creativity and purposefulness in professional research and practice in Speech-Language Pathology.
  • Integrate feedback into own and group development.
  • Evaluate, plan and execute professional services in speech-language pathology eco-systematically.
  • Use interpreters and other personnel where necessary.
  • Demonstrate disciplinary and/or professional competence in Speech-Language Pathology.
  • Establish the client's past and present speech-language status.
  • Identify potential etiological factors.
  • Establish client's past and present speech-language status.
  • Identify potential etiological factors.
  • Use integrated information in conjunction with the Speech-Language Pathology knowledge base in order to negotiate and derive appropriate therapy plan.
  • Seek regular meetings and feedback with role players by establishing networks of professional support.
  • Ensure continuing and regular review process of speech-language therapy techniques and results.
  • Communicate outcome of any speech-language assessment and intervention procedures to the client.
  • Maintain objective, dated, quantitative and qualitative progress notes and justify and document variation from negotiated programmes.

    Integrated Assessment:
    Learners are assessed through assignments, tests, written and oral examinations, clinical reports of observations and actual clinical services, as well as supervisors' evaluations of learners' clinical performance. 
    		•

    INTERNATIONAL COMPARABILITY 
    The 4-year undergraduate Degree in Speech Pathology is offered in the United Kingdom (UK), Canada, Australia, New Zealand and various countries in Europe and South America. However, in the United States of America (USA), the minimum requirement for practice as a Speech-Language Pathologist is the professional Master's Degree. The introduction of the B (Speech-Language Pathology) is thus in line with the international trend of training learners as Speech-Language Pathologists only and not as Speech and Hearing Therapists (with majors in both Audiology and Speech Pathology).

    The curriculum is largely dictated by the professional board for speech, language and hearing professions of the HPCSA, who have derived the minimum standards for the education of speech -language pathologists from those specified by the American Speech and Hearing Association (ASHA), the Royal College of Speech therapists in the UK and Speech Pathology Australia. Training programmes internationally are thus very similar, covering the same content and containing a minimum number of clinical hours. Examples of other 4 year undergraduate programmes in Speech -Language Pathology include: the Bachelor of Speech Pathology (Honours) at the University of Queensland in Australia, the University of Dublin, Trinity College Dublin, Ireland and the City University of London in the UK. All three programmes are accredited in the respective countries. As is evident from the content of these programmes listed below, they are very similar to each other and to the content listed in our submission. Students progress from foundation level courses to more advanced courses in Speech -Language Pathology in the 3rd and 4th year. All programmes require Linguistics, Psychology, Anatomy and Neuro-anatomy/Neurology as co-requisites. All programmes have clinical training as part of the qualification and all have a research component in the 4th and final year. The only difference between the B (Speech-Language Pathology) at this institution and those described below is that we also require an African Language (isiZulu) to be included in the curriculum at 2nd year level, because proficiency in an African language is contextually relevant and important in South Africa.

    University of Queensland , Australia, Bachelor of Speech Pathology (Honours):
  • Introduction to Linguistics: Structure and Meaning of Words and Sentences.
  • Introduction to Psychology: Developmental, Social and Clinical Psychology.
  • Introduction to Communication and Swallowing Disorders.
  • Introduction to Speech Pathology Practice.
  • Anatomy of the Head, Neck and Thorax.
  • Professions, People and Healthcare.
  • Introduction to Linguistics: The Sound Pattern of Language.
  • Communication Across the Lifespan.
  • Physiology I.
  • Assessment and Management of Voice Disorders.
  • Disorders of Early Language Development.
  • Phonological Disorders & Clinical Practice
  • Neuroanatomy (Speech Pathology).
  • Physiology II.
  • Clinical Practice.
  • Paediatric and Adult Motor Speech Disorders.
  • Acquired Adult Neurogenic Language Disorders: Differential Diagnosis and Clinical Management.
  • Health Sciences Research Discovery I.
  • The School-Aged Child.
  • Language: Representation, Processing and Disorders.
  • Fluency Disorders and Clinical Practice.
  • Health Sciences Research Evaluation I.
  • Children with Special Needs in Communication.
  • Clinical Education IIIB.
  • Adult and Paediatric Dysphagia and Laryngectomy.
  • Clinical Education IV.
  • Planning, Providing and Managing Services.
  • Disability Issues and Alternate and Augmentative Communication.
  • Case Integration or Health Sciences Research Advanced Project I.
  • Professional Issues in Speech Pathology.
  • Transition to Professional Practice.
  • Clinical Management.
  • Health Sciences Research Advanced Project I [1].

    Trinity College Dublin, The B.Sc. Honours Degree in Clinical Speech and Language Studies (Undergraduate Course, Code - TR007) is of 4 years duration and leads to a qualification in speech and language therapy. The course is delivered within the School of Linguistic, Speech and Communication Sciences at the university and students participate in a range of courses offered to members of other disciplines. Graduates of the course are professionally recognised by the professional organisations in Ireland and the United Kingdom. Graduates are eligible to register with CORU, the Speech and Language Therapists Registration Board. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers articulation possibilities with the following qualification:

    Horizontal Articulation:
  • Honours degree in psychology, Level 8.
  • B.A. qualification, Level 7. 
    		•

    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.
     
    NONE 


    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.