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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Speech-Language and Hearing 
SAQA QUAL ID QUALIFICATION TITLE
108935  Bachelor of Speech-Language and Hearing 
ORIGINATOR
Stellenbosch University 
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  Preventive 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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the qualification is:
  • To prepare students for a professional career as Speech-Language and Hearing Therapists who may register with the Health Professions Council of South Africa.
  • To provide a broad theoretical knowledge base for communication disorders that may be applied within clinical, academic and research contexts.
  • To train competent clinicians who will deliver relevant, high quality, direct and indirect speech language and hearing therapy service at all levels of care.
  • To establish the foundation for life-long learning and provide the foundation for students who wish to proceed to Postgraduate study.
  • To meet the demands of the South African Public for effective, appropriate and accessible services for the treatment of communication disorders. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
  • Access may be gained to the qualification through the Recognition of Prior Learning (RPL).

    Entry Requirements:
  • National Senior Certificate, Level 4 with Mathematics, granting access to Bachelor's Degree study.
  • Senior Certificate with Matriculation Exemption and Mathematics as a subject.
  • National Certificate (Vocational), Level 4, in a relevant specialisation with Mathematics, granting access to Bachelor's Degree study. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an ability to identify problems and resolve them in a manner consistent with creative and critical thinking.
    2. Organise and manage all aspects of professional life in an efficient and responsible manner.
    3. Participate effectively in team and group activities in a variety of contexts.
    4. Use appropriate technology to obtain, analyse and utilise information to enhance personal and professional activities.
    5. Communicate effectively in a variety of media in spoken and written modes, and practice the profession in at least two languages of one that may be Sign Language.
    6. Adopt a holistic and systems approach to client management, within the contexts of the family, the community and the environment.
    7. Accept differences of culture, language, ethnicity, gender, age and disability and treat all persons with dignity and respect.
    8. Explore options for continuing personal and professional development as a means of achieving the end of lifelong learning.
    9. The graduate will have:
    9.1. A sound grasp of the theoretical background to communication science and speech-language and hearing disorders.
    9.2. An introduction to the methods, procedures, materials and instrumentation available to analyse, assess and manage communication disorders.
    9.3. An ability to apply knowledge in the clinical context for the performance of key professional functions.
    9.4. An ability to read and interpret scientific literature, case studies, and research reports in the field of communication disorders.
    9.5. An ability to generate hypotheses about relationships between clinical variables and to test them in the clinical and research contexts.
    9.6. An ability to gather evidence to support or refute an argument for a particular communication disorders.
    9.7. An ability to present scientific reports (both written and verbal).
    10. The graduate will be competent to perform the professional functions of:
    10.1. Prevention of speech, voice, language, fluency and hearing disorders.
    10.2. Identification of speech, voice, language, fluency and hearing disorders.
    10.3. Assessment of speech, voice, language, fluency and hearing disorders.
    10.4. Treatment of speech, voice, language, fluency and hearing disorders.
    10.5. Counselling for speech, voice, language, fluency and hearing disorders.
    10.6. Consultation for speech, voice, language, fluency and hearing disorders.
    10.7. Researching speech, voice, language, fluency and hearing disorders.
    10.8. Providing educational opportunities is speech, voice, language, fluency and hearing disorders.
    10,9. Management of the work environment pertaining to speech, voice, language, fluency and hearing disorders. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Outcomes will be assessed for competence in:
  • Disseminating information.
  • Participating in inter-sectional planning and trans-disciplinary teamwork.
  • Planning, initiating and conducting a needs analysis.
  • Planning an identification programme.
  • Implementing the above programme.
  • Training assistants and volunteers.
  • Monitoring and evaluating the programmes.
  • Selecting appropriate test protocols.
  • Performing an oral peripheral examination.
  • Applying the test protocol to determine the nature and degree of the disorder.
  • Using instrumental technology when necessary to assess the nature and degree of the disorder.
  • Interpreting the test results.
  • Compiling an accurate report of the results.
  • Making appropriate referrals.
  • Consulting with relevant professionals.
  • Developing culturally appropriate rehabilitation programmes.
  • Executing these programmes in an accountable manner.
  • Compiling accurate reports of the therapy process and progress.
  • Enhancing communication effectiveness.
  • Evaluating the outcome of treatment.
  • Selecting, fitting and monitoring the effective use of the recommended assistive device technologies.
  • Developing and establishing effective alternative and augmentative communication strategies or methods.
  • Assessing the client's needs through observation, administration of questionnaires, rating scales and interviews.
  • Planning a counselling programme by obtaining information and exploring options and identifying support networks.
  • Providing individualised counselling.
  • Monitoring compliance and progress.
  • Collaborating with other related professionals.
  • Integrating, counselling into prevention, identification, assessment and intervention programmes.
  • Providing information regarding client needs.
  • Participating in inter-sectional and trans-disciplinary services.
  • Providing information regarding communication and communication disorders.
  • Advising other related professionals regarding optimisation of the communication environment.
  • Providing information regarding professional functions.
  • Providing second opinions.
  • Recognising local, regional and national research needs.
  • Responding to the need for further investigation into a particular focus area.
  • Critically evaluating pertinent literature.
  • Selecting a suitable method of investigation into a research topic.
  • Executing the research.
  • Recording and analysis results.
  • Publishing findings in suitable professional journals.
  • Planning, implementing and evaluating educational programmes for related professionals, clients and the lay public.
  • Participating in continuing professional development activities.
  • Participating in preparation of the departmental budget.
  • Managing equipment.
  • Participating in supervision and support of personnel.
  • Managing time effectively.
  • Participating in office administration through the organisation of clinical and other record keeping system.
  • Liaising with state, non-government, professional associations and other sectors in the provision of services.

    Integrated Assessment:
    1. Written tests, assignments and examinations.
    2. Clinical practicums, tutorials, clinical assessments, oral examinations.
    3. Theoretical and practical problem-solving assignments during tutorials and clinical practicums including client assessment, treatment and management.
    4. Analysis tasks and exercised that ate marked and assessed for the ability to understand and interpret learned research papers and other journal articles, case studies and reports.
    5. The design and implementation of interventions and the investigation of their efficacy and effectiveness.
    6. Assessment of the way in which knowledge of communication disorders has been acquired from major historical, well documented experiments and theories as well as from current research.
    7. Marked essays, practical and assignment reports, a written research report, oral presentations.

    The research project constitutes the assessment of the student's use of literature, application of research principles and reporting of findings in a project.

    The presentation of comprehensive case studies constitutes the student's application of the therapy process, clinical reasoning, communication, use of resources, practical skills and critical evaluation of the treatment executed.

    The final assessment of the student's theoretical knowledge constitutes oral and written examinations. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Speech Therapy and Audiology, Level 8.

    Vertical Articulation:
  • Master of Speech-Language and Hearing, Level 9.
  • Master of Arts in Speech 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. Stellenbosch University 


    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.