SAQA

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 Occupational Therapy

SAQA QUAL ID	QUALIFICATION TITLE
117095	Bachelor of Occupational Therapy
ORIGINATOR
Sefako Makgatho Health Sciences 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		Promotive Health and Developmental Services
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	480	Level 7	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		2033-06-30

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 primary purpose of the qualification is to provide learners with:

1 a qualification which can be registered with the Professional Board of Occupational Therapy (HPCSA)

2 sound scientific knowledge and competence to practise occupational therapy in a wide variety of public &private welfare, educational &industrial settings and in particular at al levels of health care.

3 a responsible athtude towards meeting the challenging and changing health needs of the country; and who is committed towards the improvement (to ensure the quality of the occupational
therapy services profession)

4 integrated therapeutic, organisational & management competencies to plan, resource & manage occupational therapy services for individuals, groups and communities

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Prior to the commencement of this qualification it is assumed that the learner has :

3.1 Knowledge of mathematics and /or physical science at a matriculation exemption level

3.2 English language reading, writing and conversation skills

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The Rules and Regulations of the University and/or those of the Medical and Dental Professionals Board of the Health Professions Council of South Africa.

EXIT LEVEL OUTCOMES

Specific Outcomes.

The learner is competent to:

1 Apply assessment & intervention techniques to enhance occupational performance/function

2. Demonstrate knowledge of natural, social, clinical and occupational sciences

3. Plan & implement health promotion programmes for optimal occupational performance.

4. Apply scientific occupational therapy skills and technologies in the delivery of comprehensive occupational therapy to the patient, family and community.

5 Function within a multi-disciplinary health related team.

6 Demonstrate a holistic approach to client/patient care.

7 Conduct and utilise research to plan, implement and evaluate concepts and strategies to ensure quality practice.

8 Behave in a professional, responsible, ethical manner.

Critical Cross-field Outcomes

a Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made.

b Working effectively with others as a member of a team, group, organisation, community.

c Organising and managing oneself and one's activities responsibly and effectively.

d Collecting, analysing, organising and critically evaluating information.

e Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.

f Using science and technology effectively and critically, showing responsibility towards the environment and health of others.

g Demonstrating understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

h Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
Reflecting on and exploring a variety of strategies to learn more effectively;
Participating as responsible citizens in the life of local, national and global communities.
Being culturally and aesthetically sensitive across a range of social contexts;
Exploring education and career opportunities; and
Developing entrepreneurial opportunities.

ASSOCIATED ASSESSMENT CRITERIA

a Solve problems by means of a holistic approach to client/patient's needs; and by generating alternative strategies of dealing with the problems encountered.

b Relate theoretical and practical knowledge to the clinical or clients environment.

c Present case studies to communicate learning gained from fieldwork experience.

d Plan and implement health related programmes by empowering individuals and communities.

e Report formally on research findings

ASSOCIATED ASSESSMENT CRITERIA

1 Correct selection of screening, assessment tools and techniques.

2 Accurate and effective recording of assessment information.

3 Accurate interpretation of all information to make an occupational performance diagnosis.

4 Develop and implement a specific occupational therapy intervention plan indicating specific skills.

5 Client/patient responses to interventions are evaluated systematically and regularly.

6 Appropriate intervention planning and efficient execution of the plan with effective outcomes.

7 Accurate documentation of procedures and results, including evaluation of the process.

8 Professional conduct

INTEGRATED ASSESSMENT TO ENSURE THAT THE PURPOSE OF THE QUALIFICATION IS ACHIEVED
Written, oral and clinical examinations
Assignments and reports
Case presentations

ARTICULATION OPTIONS

The qualifications towards which the Bachelor of Occupational Therapy graduate may proceed are:
Master of Occupational Therapy (various options of specialist directions offered by other

institutions) thereafter to PhD,

MODERATION OPTIONS

A system of external examiners /moderators from outside the institution is used for exit levels, while moderators/second examiners from within the institution is used for pre-exit level assessments.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The assessors must be registered with the HPCSA, be experienced in teaching and in offering service.

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.	Sefako Makgatho Health Sciences University