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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 Speech-Language Pathology and Audiology |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 114974 | Bachelor of Speech-Language Pathology and Audiology | |||
| ORIGINATOR | ||||
| University of Limpopo | ||||
| 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 that will enable learners to register with the HPCSA as a Speech-Language Therapist and Audiologist. This will enable the learner 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 learner will enter community service at all levels of the health care system. This qualification will equip learners to become competent professionals in speech-language pathology and audiology. The qualified learner will have the ability to deliver services in health and education, public and private sectors, to persons with communication delay or disorders and their significant others within an Ecosystemic approach. This will further make the learner understand the significant health, education and rehabilitation needs, issues, policies and legislation in the South African health and education contexts and the Speech-Language-therapists' and audiologists' role and contribution in developing socially responsive practices. The learner will acquire knowledge and skills for ethical and professional practice and research. Rationale: Our country has been in the process of addressing the skills shortage by building capacity since 1994. In the field of speech-language pathology and audiology, the throughput of professionals with this qualification, proficient in African languages is minimal. This qualification accommodates the majority of learners from historically disadvantaged areas and a variety of cultures and languages. The qualified learners are involved in the prevention, identification, assessment, treatment and counselling of individuals with communication disorders, which includes pathologies related to hearing, vestibular, various speech disorders, language and language-learning, as well as those with swallowing disorders). The qualification will provide learners with skills and knowledge to work in settings ranging from private practice, private and government hospitals, rural clinics, tertiary institutions, schools, industries, communities and home environments. Their services will benefit clients across all age groups. Due to the practical nature of the profession where learners are not only required to have obtained sufficient theoretical knowledge, but also clinical skills, the learning pathway is through direct face-to-face education and supervision of learners who work in clinical settings. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy. Entry Requirements: Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following Compulsory modules totalling 500 Credits.
Compulsory Modules at Level 6, 244 Credits: Compulsory Modules at Level 7, 128 Credits: Compulsory Modules at Level 8, 128 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Show an understanding and knowledge of speech and communication, and swallowing disorders: (a) foundation of speech-language therapy practice; (b) prevention and identification; (c) assessment; (d) management of speech and language, communication disorders, as well as swallowing disorders.
2. Show knowledge and understanding of the concepts, theories, and findings of human communication and hearing disorders to meet the standards for accreditation by the HPCSA by: 3. Demonstrate advanced knowledge of the biological, neurological, acoustic, psychological, developmental, linguistic, and cultural bases of essential human communication and hearing processes; 4. Distinguish between and among specific etiologies, characteristics, anatomical, physiological, acoustic, developmental, psychological, linguistic and cultural correlates of developmental and acquired hearing disorders, including cognitive and social aspects of communication and the use of assistive listening devices; 5. Differentiate and apply knowledge of principles of prevention, assessment, and intervention of hearing disorders including consideration of anatomical/physiological, psychological, developmental, linguistic and cultural correlates across the lifespan. |
| ASSOCIATED ASSESSMENT CRITERIA |
| The following Associated Assessment Criteria applies across Exit Level Outcomes:
Integrated Assessment: Theory models are assessed through both formative and summative assessments. Formative assessments consist of a combination of three assessment opportunities using multi-source assessments. The weighting of each assessment opportunity is determined by the individual lecturers and documented as assessment criteria specified on the ITS system. The summative assessment is a written examination. In terms of applied competence to become clinically competent learners are required by the HPCSA to have completed specified clinical hours in the qualification at the exit level. Learners are supervised and marked at clinical sites by using rubrics. Formative assessments are done continually by supervisors and learners participate in feedback sessions. The final clinical mark (summative) consist of a year mark and an oral examination mark which is combined. |
| INTERNATIONAL COMPARABILITY |
| The following examples highlight the local and international standards regarding Speech-language Pathology and Audiology qualifications. Except for this institution, in South Africa this qualification is offered separately at other universities. In other countries a Master's qualification is required to register as either a speech-language pathologist or audiologist.
United Kingdom: Sixteen universities and colleges are offering accredited qualifications in Speech-Language Pathology. Undergraduate courses vary in length from three to four years. There are also pre-registration Postgraduate courses. The pre-registration Degree courses are registered by the Royal College of Speech and Language Therapists (RCSLT). Ten universities in the United Kingdom offer a four year BSc in Audiology. Three universities provide one year MSc in Audiology followed by eighteen to twenty-four months supervised clinical practice. Five universities offer a fast track conversion Diploma for learners who have completed a BSc in other relevant subject areas: one-year post learner Degree in science followed by one year salaried supervised clinical practice. New Zealand: Three universities are offering accredited qualifications in Speech-Language Pathology of which two are Bachelor level qualifications in Speech and Language Therapy that meets the approval of the New Zealand Speech-Language Therapist Association (NZSTA). In audiology there are two university qualifications at Master's level. There is a move for New Zealand to change in the long term its education requirement to be consistent with the United States and to allow certification at the Doctoral level. Africa: There are currently only qualifications in Speech-Language Pathology and Audiology offered in Northern Africa. In Egypt, The Ain Shams University offers an MSc in Medicine (Audiology), which is a two-year qualification including a thesis. At the University of Alexandra Masters as well as Doctorate Degrees in Audiology are offered. In Algeria the University of Algiers offers qualifications in Logopédie-Orthophonie. United States: Currently, in the majority of states in the United States the entry-level credential required to practice as a speech-language therapist or an audiologist is a Master's Degree. The Doctoral Degree in Audiology became the entry-level for certification in 2012. The American Board of Speech-Language Pathology provides certification upon completion. Audiologists are registered with a Doctoral Degree at an accredited qualification, passing national examination and 2000 hours of mentored professional practise over two years. |
| 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 Limpopo |
| 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. |