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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Somatology 
SAQA QUAL ID QUALIFICATION TITLE
105723  Advanced Diploma in Somatology 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-02-13  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 provide further education in the field of Somatology, building on prior knowledge and skills obtained through the Diploma in Somatology also offered by the Department or which applicants may have acquired at other institutions, both public and private. The Advanced Diploma in Somatology will allow learners to broaden their scope of practice with new knowledge and skills in advanced therapies in a professional health, beauty and skincare environment working in a multidisciplinary team under the supervision of registered health professionals where necessary. Through comprehensive didactic and hands-on practical training for various medical aesthetic procedures learners will learn how to effectively perform advanced treatments using state of the art technology. Learners will be prepared to deal with the rigorous demands and pressures of the industry.

The qualification develops problem solving skills, advanced skincare diagnosis, specialised product knowledge, client education and salon management skills. This qualification was designed to develop programme-specific graduate outcomes in terms of application of knowledge, skills and attitudes to professional practice. Critical thinking and application of knowledge towards problem-solving forms the basis of the learning strategy. This qualification will focus on techniques and therapies to develop the knowledge, skills and attitudes of the learners for career enhancement and the development of specialisation. The focus on conceptual and contextual knowledge will be balanced with problem-based and project-based learning.

Furthermore, the qualification will ensure that Somatologists receive the appropriate education at a level which will ensure that the graduates enter into the workplace or industry with all the skills and competencies required to perform advanced therapies. Learners' research and writing skills will be developed and the ability to work with practitioners and health care workers from other disciplines will be enhanced. Thus, the Advanced Diploma in Somatology will provide exposure to related fields of practice and widen the educational experience that will render diplomats more employable.

Rationale:
The Universities of Technology (UoT's) have identified a need to develop an Advanced Diploma in Somatology. Members of the departmental Advisory Board and various other stakeholders took part in the situational analysis, including salon owners, spa consultants, cosmetic house representatives and trainers and educators. Related specialists included a plastic surgeon, an alternative health practitioner, a gynaecologist and a researcher with an interest in skin aging related to menopause. The needs for an Advanced Diploma were identified to equip learners with specialised skills.

The Advanced Diploma in Somatology graduates will be enabled to work as part of a multi-disciplinary team related to Somatology and skin care which may include working under the supervision of medical practitioners. The graduates will also show competence in devising and applying clinical and specialised dermal and alternative health therapies in a health environment such as beauty clinics, health spas, medical practices, and laser clinics and alternative health retreats. The graduates will also possess entrepreneurial skills to open or manage their own business in the industry. There is currently no other Advanced Diploma available and this qualification offers graduates the opportunity to bridge current skills gaps to meet the need for specialisation within the Somatology industry in medical and alternative health therapies. Several of these components were retained, but further developed from the Bachelor of Technology (B Tech): Somatology, which will be phased out by December 2020.

In the Advanced Diploma in Somatology, learners will gain competence in applying clinical and specialised therapies that may be practiced under medical supervision in a multidisciplinary team.

More and more Somatologists are being employed in aesthetic practices where the requirement for epidermal resurfacing skills exists. There also now exists a growing need for laser therapists, another area covered by the Advanced Diploma in Somatology. Furthermore, there is currently a growth in medical and alternative health therapies within the industry, including aspects of complementary and alternative therapies as well as permanent cosmetic procedures which have been included in the Advanced Diploma in Somatology. In the cosmetic industry, positions appear to be reserved for Somatologists with a Postgraduate level of training which will be provided by the Advanced Diploma. Employment as educators both in private colleges and at UoT's require Postgraduate qualifications. Employment in institutions of higher education is dependent on higher qualifications and currently requires a minimum of a Master's Degree.
Benefits of the Advanced Diploma in Somatology are threefold. Firstly, increased probability of employment in sectors of the job market which have previously not been considered due to the constraints of the nature of the qualifications on offer. Graduates may also increase their earning capacity by being offered a better and a wider range of jobs. Secondly, the Advanced Diploma intends to provide the learners with the necessary knowledge, skills and attitudes (KSAs) for further studies for a career path in any of the specialised areas namely: Light Based Therapies, Epidermal Resurfacing Techniques, Complementary Therapies and Permanent Cosmetic Procedures. Furthermore, the qualification will build on research skills enabling learners access the Postgraduate Diploma in Somatology which will enable learners to enter into a Master's programme.

It is envisaged that such research-orientated Somatologists can add value to the rapid developing Somatology industry, as well as the health and wellness sector of the entire community. The Advanced Diploma in Somatology will also attend to the need in South Africa for more skilled and specialised Somatologists as indicated by various research studies and statistical evaluations conducted in South Africa (SASA, 2012: online, Global Spa and Wellness, 2015: online). 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning. Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

The academic department applies the RPL process in line with the institution's RPL Policy. The process has been in place for some years and challenge assessments were introduced in 2012. The RPL process is portfolio based and must contain a personal motivation showing reflection on the learner's own prior learning. RPL aims to assess knowledge and skills and the Department uses challenge assessments for this purpose. These are knowledge assessments in areas where uncertainty exists about the level of knowledge achieved in prior learning or where subjects were offered at lower levels. The aim is to determine the level at which an applicant may enter the qualification: e.g. some applicants may be granted full recognition with access to the Advanced Diploma while in most cases applicants may be awarded credits for certain subjects after passing the challenge tests and may have to register for and complete any outstanding subjects before re-applying for access to the Advanced Diploma in Somatology

Entry Requirements:
The minimum entry requirements are:
  • Diploma in Somatology.
    Or
  • An appropriate 360 Credits Diploma. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 7 totalling 120 Credits.

    Modules:
  • Epidermal Resurfacing Techniques, 20 Credits.
  • Light based Therapies, 20 Credits.
  • Complementary Therapies, 20 Credits.
  • Permanent Cosmetic Procedures, 20 Credits.
  • Research Methodology, 24 Credits.
  • Salon Management, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply and critically integrate existing knowledge with new subject specific knowledge in conjunction with other subject platforms in order to construct an appropriate individualised treatment plan.
    2. Critically reflect on client information in order to select and implement appropriate treatment techniques.
    3. Identify, analyse and critically reflect on theoretical and practical subject knowledge in order to address skin irregularities.
    4. Execute a variety of techniques following the occupational health and safety standards.
    5. Inculcate the principles of professional and ethical conduct in the management of all aspects of the business and in the relationships with all stakeholders.
    6. Plan and execute the research proposal and prepare and submit a final research report. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Interpret and apply existing theoretical and advanced knowledge inclusive of anatomy and physiology, pathophysiology and cosmetic science in order to construct an individualised evidence based appropriate treatment plan.
  • Gather, synthesise and interpret acquired information in order to develop an appropriate treatment for the case study.
  • Apply research principles in order to justify and motivate the selected appropriate treatment plan.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply different types of techniques, by drawing on theoretical subject knowledge within practice.
  • Analyse a client's skin condition for chronological and environmental ageing, solar damage, fine lines and wrinkles, erythema, acne and acne scarring, oily skin, and dry skin and pigmentation abnormalities and document the findings.
  • Design and conduct an appropriate treatment plan to suit a client's needs and characteristics with the provision of appropriate homecare, nutritional and lifestyle advice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Develop, compare and communicate learners' own ideas and opinions in well-formed arguments by using appropriate academic professional or occupational discourse.
  • Justify the treatment plans by applying the evidence based solutions based on principles of the available techniques.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Conduct techniques including epidermal resurfacing, light-based therapies, Complementary therapies and Permanent cosmetic procedures.
  • Adhere to Occupational Health and Safety regulations according to the ethical and professional standards expected in the Health and Wellness Sciences profession.
  • Demonstrate an ability to work independently in a self-directed manner to accurately identify and execute an appropriate treatment plan.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate and explain marketing strategies for small businesses by applying the different forms, tactics and benefits of advertising mediums and social media that can be used to promote and market your business.
  • Define and apply commonly used new venture business planning concepts, skills, and tools such as (but not limited to): the entrepreneurial mind-set; situational and SWOT analyses; industry and competitive analyses; analysing opportunities.
  • Understand the principles for planning and starting a new business and understand and apply the core elements to construct and present a written business plan for a prospective salon or spa.
  • Explain the two diametrically opposed theories of ethics and identify unethical behaviour as well as demonstrate the use of the tools for instilling good governance in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Plan and design a research proposal that critically integrates the acquired research knowledge such as literature review, research question/hypothesis, objectives, research design, sampling and data collection.
  • Compile an ethics application in order to obtain ethical clearance by adhering to Faculty/Departmental Research and Ethics guidelines within the timeframe provided.
  • Interpret and apply acquired statistics knowledge using statistical software such as Statistical Package for the Social Sciences (SPSS) to analyse the research data collected.
  • Write a research report using advanced academic literacy and scientific writing skills.

    Integrated Assessment:
    Integrated Assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student centred-learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

    Integrated Assessment cuts across a number of subjects/modules of a programme and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence. As a whole, evidence of professional competencies must be demonstrated through a variety of options which includes case studies, problem solving assignments and strategies, log books, portfolio of learning materials, projects and presentations, written and oral assessments, authentic practical exercises and demonstrations. Some strategies will be more suited to assess theoretical competence while others are more suited to assess practical and reflexive competence.

    Furthermore, the assessment strategy should examine the ability of learners to assess the physical condition of the client by applying appropriate complementary methods and techniques including designing a suitable treatment plan according to the assessed needs of the client, perform the treatment procedure according to the designed treatment plan and advising the client on improvement regimes in a professional manner (practical competence). An understanding of the theoretical basis for these above mentioned actions (theoretical competence), and reflecting on such actions in order to adjust to their practices accordingly (reflexive competence) is of paramount importance.

    Lastly the assessment strategy is not compartmentalised. Accumulated knowledge and skills will be assessed using various forms of assessments both formative and summative for learners with the academic support provided by lecturers. Integration of subjects and assessments will be encouraged in a holistic manner. Assessments are continuous and lecturers will make use of integrated assessments aligned to learning outcomes appropriate to the South African Qualifications Authority (SAQA) level descriptors for the qualification. Graduate attributes will be embedded in the subject learning outcomes which will be aligned to learner's competencies to be achieved. Learners will be awarded re-assessment opportunities to achieve the required competencies.

    Formative and summative assessments will be utilised and focuses on integrated learning encouraging learners to think critically. A deeper understanding of learning is encouraged and the learners are assessed on a continuous basis to ensure learning gaps are reduced. Feedback is provided after each assessment. Learners are required to include self-reflections with assessments, which encourage them to look at their own work critically and elucidate on areas of excellence as well as those requiring improvement.

    Formative Assessment:
    Formative Assessment is aimed at enhancing student learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management.

    Formative Assessment consists of a variety of assessment tasks relevant to the field of study.
    Formative Assessments will include: written theory assessments, written assignments, reflective assignments, case studies, practical demonstrations, group learning work using questioning, quizzes, debates and tutorials.

    Summative Assessments:
    Summative Assessments will include: practical assessments, final case study presentations, research reports, written and online assessments and assignments. Summative Assessments.
    will take place at the end of a section of work/quarter and is aimed at assessing learners' attainment against the learning outcomes of the programme and subject(s). In this qualification it will consist of written assessments together with assignments, projects, presentations depending on the task the lecturer decides to consider. Summative assessments are internally and externally moderated based on institutional policy and requirements. 
    		•

    INTERNATIONAL COMPARABILITY 
    Benchmarking refers to drawing comparisons with qualifications, subjects and educational practices at similar institutions, nationally and internationally using particular curriculum components as points of reference. National and international benchmarking was conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions. The international benchmarking exercise was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the benchmarking exercise; the selection of a variety of reputable Higher Education (HE) institutions internationally (and nationally); the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of programme design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution.

    The comparison for benchmarking included institutions from America and Australia due to the institutions having similar qualification level structures to the South African National Qualifications Framework (NQF) structure.

    The qualification in America is Certified Medical Esthetics Diploma, equivalent to Level 7 over 1 year at Nocolet College in America. The qualification in Australia is Bachelor of Health Sciences (Dermal Therapies), equivalent to Level 7 over a period of 1-year full time and 3 years' part time at an Australian University. Subjects covered for the above mentioned qualifications in America and Australia are similar to the desired qualification content for the Advanced Diploma in Somatology. Subjects such as dermal science, permanent hair removal, laser fundamentals and safety, electrotherapy, resurfacing science, laser and light therapy and practice management and administration are some of the subjects offered in the American qualification. In Australia, the above mentioned qualification includes subjects such as health research and dermal studies, permanent hair removal, laser and light-based therapies, electrotherapy and light therapies. Both institutions make use of the concept of credits to express the notional student workload (hours).

    The national benchmarking exercise revealed that only one private institution is currently offering an Advanced Diploma in Dermal Aesthetics (120 Credits at Level 7) following a distance learning mode. There appears to be some similarity in the modules offered, e.g. Practice Management and Advanced Procedures in Aesthetic Treatments. The need therefore exists for an Advanced Diploma in Somatology to train Somatologists in non-invasive specialised treatments to be able to work alongside medical practitioners which will replace the current Bachelor of Technology (BTech): Somatology qualification that currently exists. 

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation possibilities.

    Horizontal Articulation:
  • Advanced Diploma in Therapeutic Services, Level 7.
  • Advanced Diploma in Somatic Therapy, Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Somatology, Level 8. 
    		•

    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. Cape Peninsula University of Technology 


    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.