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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 Health Sciences in Podiatry |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 110484 | Bachelor of Health Sciences in Podiatry | |||
| ORIGINATOR | ||||
| University of Johannesburg | ||||
| 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 | Rehabilitative Health/Services | ||
| 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 | 2019-07-25 | 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 the Bachelor of Health Sciences in Podiatry is to produce professional graduates competent in the knowledge and skills required for managing and providing an integrated, holistic scientifically based podiatric health care service to all sectors of society. The qualification develops reflective, caring practitioners capable of integrating principles, theory, proven techniques and relevant clinical skills in the delivery of a service focusing on promotion of foot health, prevention, diagnosis, treatment and rehabilitation of foot and lower limb related problems. Skills developed in scientific enquiry, critical thinking and problem-solving enable qualifying learners to conduct research, undertake further study and become life-long learners. Qualifying learners register with the Health Professions Council of South Africa (HPCSA) entitle them to practice independently and within a multidisciplinary team in the private or public health sector or in education, research, occupational health and corporate sector. Rationale: Podiatry, as a health discipline, is concerned with the foot and lower limb health and diseases. Podiatrists focus on the structure and function of the normal foot and lower limb, the mechanics of locomotion and gait, the aetiology, pathology and diagnosis and treatment of abnormalities, and the theory and practice of therapeutics. Economic production and development is dependent on contributions made by individuals in a society. A healthy society is a prerequisite for economic welfare. Effective ambulation is an important facet of public health and the lack thereof affects not only production and economic growth, but the quality of life of individuals. Whilst a number of medical and paramedical disciplines do address foot and lower limb related systems, the field of podiatry specifically addresses the ambulatory aspect of the individual's health from an integrated, holistic and focused perspective. In order to meet foot and lower limb health needs of the population, a sufficient number of appropriately qualified, specialised health care professionals are essential. On a national basis, there is a serious shortage of podiatrists and podiatric facilities are located mainly in high density urban areas. More podiatrists are required and need to be trained to address this shortage. To meet the requirements of the Health Professions Council of South Africa, access to clinical training sites such as community clinics, tertiary and secondary hospitals is vital to ensure adequate clinical training at undergraduate level. The development of a Bachelor's Degree in Podiatric addresses this need, while Postgraduate Studies at Masters' and Doctoral levels provide for further research and innovation in this field. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
This qualification may be achieved, in part, through Recognition of Prior Learning (RPL). When necessary, structured and accredited criteria for the assessment of individuals against the Exit-Level Outcomes of the qualification will be done on a case-by-case basis. It will be conducted in accordance with the institutions accredited RPL Policy. Such procedures and the assessment of individual cases are subject to moderation by independent sources. RPL assesses knowledge and skills acquired through multiple formal, informal and non-formal means, which includes knowledge gained through non-formal study, paid work and unpaid work, community and organisational involvement, and individual enquiry. Therefore, prior certificated and/or experiential learning may be recognised as being an equivalent alternative to some, or all, of the specified entry qualifications/ requirements for admission to the beginning/first year of the programme. Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the institution that they have a qualification or experiential or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. This will enable applicants who do not have the specified entry qualifications to demonstrate that they are capable of benefitting from a higher education programme. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission. Learner as the qualification is regulated and accredited by the Health Professions Council of South Africa (HPCSA), RPL should take into account course-specific regulations and the requirements of the regulatory body regarding the extent of study leading to the award and/ or qualification. Entry Requirements: The minimum entry requirements are: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at Levels 5, 6, 7 and 8 totalling 506 Credits.
Compulsory Modules, Level 5, 68 Credits: Compulsory Modules, Level 6, 144 Credits: Compulsory Modules, Level 7, 148 Credits: Compulsory Modules, Level 8, 146 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate competency in the performance of routine and specialised podiatric skills in order to clinically assess, diagnose, treat and manage conditions and/or pathology affecting the foot and lower limb.
2. Apply the principles, proven techniques and specialised skills required for the promotion of foot health and the prevention and rehabilitation of problems of the foot and lower limb. 3. Apply knowledge of Health and Safety regulations, Code/s of Practice, Ethics, Human Rights and Medical Law in the optimal performance of podiatric practice. 4. Demonstrate the application of pertinent knowledge of the psycho-social, biological and basic sciences to podiatric practice. 5. Recognise and appraise systemic conditions and the signs and symptoms that impact on the foot and lower-limb for the purpose of treatment, referral and subsequent management. 6. Manage a clinical practice in all sectors of the community within the health care environment effectively, demonstrating professionalism and an entrepreneurial ability. 7. Develop research skills and conduct research within a podiatric context in order to contribute to the development of the profession, continue with life-long learning and become a reflective practitioner. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Integrated Assessment: Integrated assessment takes the form of an appropriate variety of both summative and formative assessment methods for example: written and oral examinations, problem solving assignments, projects, presentations, case studies, portfolios, log books, clinical reports, assessment of clinical competence through simulated and clinical assessment in situ, Objective Structured Clinical Examinations (OSCE) and the successful completion of a research project. The qualification will be awarded to a learner who has provided evidence to the satisfaction of the assessors that the qualification, as detailed in the stated outcomes, has been achieved, either through education and training in a single provider's learning programme or through experience that complies with the stated specific outcomes i.e. Recognition of Prior Learning (RPL) is applied. Integrated assessment has the following characteristics: |
| INTERNATIONAL COMPARABILITY |
| This qualification has been benchmarked against three international qualifications. Though the modules of these qualifications slightly differ to the modules offered by University of Johannesburg (UJ), the purpose and outcomes of these qualifications compare favourably with the UJ's Bachelor of Health Sciences in Podiatry. The focus and competencies are the same.
Podiatry education in the United Kingdom (UK): All formal podiatry qualifications in the UK are regulated by the Qualifications Assurance Agency (QAA), Health Professions Council (HPC) Standards for Education and Training (2004), the Standards of the Proficiency of Podiatrists (2003) and the Society of Chiropodists and Podiatrists (SOCAP) Quality Assurance Framework for Podiatry Education. The South African Podiatry educational model has largely been based on the UK model which offers vocationally directed qualifications. This is in contrast to the USA where students entering colleges of Podiatric Medicine must firstly have completed a three or four-year undergraduate Science degree before being eligible to enter podiatry education programmes. In the USA, graduates may also have the opportunity to specialize further. This is not currently the case in South Africa. In the UK students complete three and four-year undergraduate Bachelor of Science degrees at one of 13 institutions offering Podiatry education. The South African Bachelor of Health Sciences Degree in Podiatric Medicine is equitable to the UK 4 year BSc. Honours in Podiatry. Each of the above Degrees have a similar Exit Level Outcome in that they aim to produce podiatry practitioners who are "fit for purpose and fit for profession". During their studies in both the UK and South Africa (SA), students develop skills to become autonomous reflective practitioners who are able to provide leadership; develop critical thinking, problem-solving and good communication skills. Similar to South Africa, UK students are educated and trained to work as members of multi-disciplinary teams, and engage in life-long learning in the context of professional practice. As in the South African model, podiatry education in the UK includes classroom instruction and clinical experiential (practical) learning. On completion of their studies graduates are eligible to register with the Health Professions Council (UK) as independent practitioners. Podiatry programmes in the UK comprise of a number of modules specific to the practice of podiatry. These modules include: In addition to Podiatry specific modules, UK students may also take additional modules such as: The HPCUK Standards of Education and Training require that education and training providers must comply with the following curriculum standards: Successful completion of UK podiatry degree programmes allows students to: Successful achievement of the above outcomes and the specific clinical experiential learning requirements, together with eligibility to register with the HPC, ensure that UK students are competent entry level practitioners. It is noted that the above criteria (although differently expressed) are equitable to those in the SA qualification. In the UK, the clinical learning component within the three-year programme is around 1000 hours with the students gaining clinical experience within the NHS teaching hospitals and trusts. In both South African and UK qualification, students are expected to complete an honours level dissertation/research project and increased clinical work in their final year. Podiatry education and training in Australia Students in Australia complete a four-year Bachelor of Health Sciences of Podiatric Practice. As with both the SA and UK qualifications the Australian programmes teaches students the skills and knowledge to prevent and treat disorders of the foot and ankle. Students are taught to deal with complex patients and become effective members of multi-disciplinary teams as autonomous reflective practitioners. There is a strong theoretical component which is enhanced by clinical practical training at the on-site clinics, hospitals, health centres and private practices. On completion of their studies, graduates register with a registering state authority and are eligible to work in both New Zealand and Australia. The modules that students complete in Australia are similar to those in SA and the UK. These include: Podiatry education and training in The Netherlands As in South Africa, students in The Netherlands complete a four-year Degree in Podiatry. The education system in The Netherlands is geared towards competency-orientated learning and a problem-based approach is followed. Whilst in the first two years there is a great emphasis on the basic sciences and introduction to Podiatric related subjects with classroom instruction, in years three and four there is a greater emphasis on students identifying and developing learning portfolios. Similar to the four-year degree programmes mentioned above including the South African qualification, a great emphasis is placed on work integrated clinical learning with students in the Netherlands completing over 1100 hours of clinical work during the course of their studies. Furthermore, approximately 336 additional hours is spent on minor projects which facilitate achievement of learning outcomes. As in the South African and United Kingdom (UK) Qualifications students in the Netherlands are also required to complete an honours level research project in their final year. Podiatry education and training in countries with a similar socio-economy as South Africa. Whilst there are schools that offering short courses and related forms of Podiatry training in countries in South America, the only country that offers a formal higher education type programmed is Uruguay. This programme is three years long (FIP Conference proceedings May 2010). However, the curriculum and course documentation are all in Spanish thereby limiting a meaningful comparison to the South African qualification. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| 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. | University of Johannesburg |
| 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. |