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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Philosophy in Developmental Paediatrics 
SAQA QUAL ID QUALIFICATION TITLE
110367  Master of Philosophy in Developmental Paediatrics 
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
Master's Degree  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-09-11  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:
  • Ensure that learners acquire a high level of theoretical knowledge as well as practical skills and experience in the field of Developmental Paediatrics, via appropriate assimilation and analysis of new information, the ability to find workable solutions to problems and challenges, as well as practical application of knowledge accrued.
  • Prepare such learners for a career as developmental paediatricians.
  • Ensure that learners acquire the necessary skills to identify key research opportunities, initiate well-structured research studies, complete such studies, and apply the results thereof.
  • Prepare learners who aspire to move to a higher level of academic research work for Doctoral Studies and to promote an approach based on academic integrity and professional ethics.
  • Contribute to the pool of academics and professionals with the competence and critical intellectual abilities to ensure advancement in the field of Developmental Paediatrics and to make provision for the country's needs in a skilled scientific workforce of the highest calibre.
  • Prepare learners who can apply their skills to the task of answering the relevant questions and meeting the critical needs of the country.

    The purpose and outcomes of the qualification would be reached by means of the curriculum, as candidates are supervised, guided and assisted by properly qualified individuals and they are required to perform a research project at the appropriate level.

    Rationale:
    Developmental Paediatrics has been identified as a "scarce" subspecialty skill in South Africa and the National Development Plan (2030) has listed "Early Child Development" as a priority. The qualification is aimed at paediatricians who wish to sub specialise.

    The Division of Developmental Paediatrics should be seen specifically within the context of the high burden of childhood disability, affecting 5-10% of children worldwide. The prevalence in South Africa is unknown but Sub-Saharan Africa has been reported to have the highest prevalence of children at risk of poor development. The number of children and adolescents with neuro-disability has increased due to factors such as the high percentage of preterm and low birth weight infants, significant number of children with fetal alcohol spectrum disorder, Human Immunodeficiency Virus (HIV)-associated neurodevelopmental problems, Tuberculosis (TB) meningitis and autism spectrum disorders etc. This is compounded by the effects of poverty.

    The Division of Developmental Paediatrics is closely linked to learned national organizations like the Paediatric Association of Neurologists and Developmental Paediatricians (PANDA), where it assists with the formation of national policy and the drafting of national guidelines.

    Learners enrolled in this qualification will develop advanced scientific and intellectual capacity to address important problems in developmental paediatrics, and through their research projects fill the significant knowledge gap and so contribute to the development of South African society. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The qualification conforms to the institution's Policy for the Regulation for the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT).

    In the case of RPL for exemption and CAT for transfer:
  • Exemption and credit transfer may only be granted on a per-module basis, i.e. a complete module of an academic programme is the smallest learning unit for which credits may be exempted or transferred.
  • The time since the learning was completed may be taken into account, since learning that occurred too long ago may not be relevant at the time of application.
  • A specific set of learning on the grounds of which admission to any postgraduate qualification is granted under RPL, cannot also be used for granting exemption of credits within the same qualification.
  • Exemption from module(s), as RPL, can be granted on the strength of short course(s) outside the Higher Education Qualifications Sub-Framework (HEQSF) (in other words, non-credit-bearing) completed by the applicant, on condition that the course contents, duration and assessment of the short course are at least equivalent to that of the module(s).

    In the case of RPL for access:
  • Applications for admission to Postgraduate programmes, the normal admission requirements may be waived based on prior learning.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Master of Medicine in Paediatrics or equivalent qualification, National Qualifications Framework (NQF) Level 9, 180 Credits and registration as specialist paediatrician (FCPaeds (SA)). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and modules at National Qualifications Framework (NQF) Level 9 totalling 180 Credits.

    Compulsory modules at NQF Level 9, 180 Credits:
  • Clinical Developmental Paediatrics Part 1, 135 Credits.
  • Research project, 45 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to practice developmental paediatrics competently in a South African setting with a good working knowledge of the management of a wide range of developmental disorders and related problems on a background of the relevant basic sciences.
    2. Demonstrate the ability to independently design a clinical (or basic science) research project, to obtain ethical approval, to obtain funding to perform such a project, to present the results and conclusions in a scientific format, and to accept the responsibility and accountability for the performed work within the context of the discipline of Developmental Paediatrics. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation, or community.
  • Organise and manage oneself and one's activities responsibly and effectively.
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Understand the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
  • Reflect on and explore a variety of strategies to learn more effectively.
  • Participate as responsible citizens in the life of local, national and global communities.
  • Be culturally and aesthetically sensitive across a range of social contexts.
  • Explore education and career opportunities.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Formulate clear, answerable research questions as they pertain to the discipline of developmental paediatrics.
  • Decide on the most appropriate methodology to address the research question(s).
  • Find all relevant information, including research and review articles, textbooks and guidelines, by accessing Internet databases and employing appropriate search strategies.
  • Critically evaluate the relevant literature.
  • Write an appropriate literature review.
  • Formulate and write a research protocol.
  • Conduct the study and analyse the data.
  • Draw logical, evidence-based conclusions from the data.
  • Present and defend the results of the research in an acceptable scientific format.

    Integrated Assessment:
    Formative Assessments are performed on a continuous basis. This is done via monitoring procedures and helps to identify specific weaknesses in the learner's knowledge before engaging in a formal assessment process.

    The Summative Assessment of learner is performed by a process of formal internal and external examination through formal national written examination and clinical assessment and Mini Research Assignment is assessed by two independent examiners. 
    		•

    INTERNATIONAL COMPARABILITY 
    Canada, Developmental-Behavioural Paediatrics (DBP) Fellowship offered by University of California, Los Angeles (UCLA):

    The DBP Fellowship Program aims to prepare fellows for academic leadership careers in the field of Developmental-Behavioural Paediatrics, based on their exceptional clinical skills, cutting-edge research contributions, outstanding education and training skills, and effective advocacy for children and families.

    The comprehensive curriculum provides the flexibility and guidance to pursue careers within the broad spectrum of the field of Developmental-Behavioural Paediatrics, and establishes a solid foundation in the current study and practice of this specialty.

    Fellows develop their clinical skills working with their patients longitudinally in a weekly follow-up clinic as well as being members of multidisciplinary assessment teams for Autism, Cerebral Palsy and Learning difficulties. Elective experiences may include clinical rotations in our High Risk Infant Follow-Up Clinic, Genetics and Psychiatry clinic, and a variety of other clinical programs at UCLA.

    United States of America (USA), Developmental Behavioural Paediatrics Fellowship Training Program offered by Vanderbilt University School of Medicine.

    The education received in the program will provide the foundation for the clinical acumen and compassion that are hallmarks of the best developmental-behavioural paediatricians. Fellows have access to exceptional educational experiences, professional support, collaborative research and academic opportunities to help them become leaders in developmental medicine.

    Educational, clinical and research goals:
    The fellow will receive instruction, via clinical experience, direct teaching and other educational strategies, which encompasses the content specifications for the Developmental-Behavioural Paediatrics subspecialty board examination. The fellow will understand and apply basic statistical analysis after data is compiled for preparation for publication and complete a thorough assessment and provide recommendations for a child with a developmental concern, including medical diagnostic evaluation and appropriate therapeutic and educational recommendations. 

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

    Horizontal Articulation:
  • Master of Medicine, Level 9.
  • Master of Medicine in Paediatric Surgery, Level 9.

    Vertical Articulation:
  • Doctor of Philosophy in Health Sciences, Level 10.
  • Doctor of Philosophy in Medical Sciences, Level 10. 
    		•

    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.