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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Audiology 
SAQA QUAL ID QUALIFICATION TITLE
119882  Bachelor of Audiology 
ORIGINATOR
Sefako Makgatho Health Sciences University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 1011/22  2022-10-04  2025-10-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-10-04   2032-10-04  

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 provide learners with the most updated, contextually relevant, and scientifically accurate knowledge to develop their clinical skills and inherent attitudes consistent with best practices in the profession of Audiology. Learners will have an opportunity to acquire knowledge and development of skills that are consistent with the best practices in the profession of Audiology that will enable graduates to provide appropriate assessment and intervention services in a range of contexts, to persons of all ages, who are at risk for, or present with hearing and/ or vestibular disorders. Newly qualified graduates are required to enter community service where there may be no other Audiologist to provide supervision and mentorship, there may be a need to collaborate, plan, set-up, and deliver services at all levels of the health care system, and there will be a need to communicate effectively and to address the communication needs professionally and ethically of a multi-cultural and multilingual population.

Upon the completion of the qualification, learners will be able to:
  • Promote, prevent, assess, restore, maintain, and enhance the communicative functioning of individuals, families, groups, and communities through appropriate interventions that facilitate or develop the skills that are required to reach their optimal potential and realize a meaningful quality of life.
  • Apply the principles of human rights and social justice while interacting with and assisting the range of human diversity in their professional practice.
  • Deliver services in health and education, public and private sectors, to persons with communication delays or disorders and their significant others within an eco-systemic approach.
  • Develop knowledge and understanding of both the South African and the global context in which human communication sciences are developed and practiced.
  • Explore the major health, education and rehabilitation needs, issues, policies and legislation in the South African health and education contexts and the Audiologist's role and contribution in developing socially responsive practices.
  • Analyse sources of poverty, inequality, oppression, discrimination, and exclusion wherever this may affect the needs of persons with communication disorders and the communities in which they live with sensitivity to linguistic diversity.
  • Apply ethical and professional practice and research.
  • Develop research capacity in the methodology and research techniques in Audiology in preparation for master's level research.

    Overall, the qualification outcome is to train competent Audiologists who can independently identify/assess and treat patients of all ages across the disability spectrum in an ethical and culturally responsive manner in lieu of HPCSA Professional Board exit level outcomes. The listing of specific areas within these regulations does not exclude emerging areas of practice in this dynamic and continuously developing profession.

    The broad aims of the qualification include:
  • To provide comprehensive audiological services, including hearing screening, prevention of ear and hearing disorders and promotion of ear and hearing health, identification, assessment, and diagnosis of hearing, auditory and vestibular dysfunction across the age groups in multiple contexts.
  • To select, apply and if necessary, appropriately adapt audiological test protocols as well as to apply the correct normative data to interpret the results obtained from the basic, site of lesion, electrophysiological, paediatric, Central Auditory Processing Disorders (CAPD), vestibular and ototoxicity testing accurately and confidently.
  • To select, design and apply appropriate management plans for a patient and their significant others including counselling, selecting, and monitoring of assistive listening devices, and aural (rehabilitation programmes and school- and home-based programmes).
  • To make appropriate and realistic, cost-effective referrals by collaborating with other health care professionals.
  • To monitor the in/effectiveness of different intervention strategies and to provide reasonable alternatives/modifications.
  • Conduct research in diverse areas within the field of Audiology in an ethically and methodically sound manner.
  • Develop and demonstrate key attributes of professionalism, accountability, responsibility, social responsiveness, cultural and linguistic tolerance, empathy, and health education.
  • Demonstrate abilities to adapt to, research and apply for new developments and advances within the field including the development of new technology within the field.

    The overall purpose of the qualification is to train competent Audiologists who can independently identify/assess and treat patients of all ages across the disability spectrum in an ethical and culturally responsive manner in lieu of HPCSA Professional Board exit level outcomes. The listing of specific areas within these regulations does not exclude emerging areas of practice in this dynamic and continuously developing profession.

    Rationale:
    The field of Audiology is part of communication sciences. This field requires professionals to respond to patients with communication disorders. Audiology has faced challenges in the provision of clinical services because of historic exclusions of black-and African-language speaking candidates in higher education and training programmes. However, over the past two decades, the diversity in learner intake has increased, allowing the training of a diverse group of learners, conversant in African languages as well as those that are cognizant of the cultural and linguistic diversity within our population.

    In terms of the needs of the country, educational programmes for Audiologists should develop professionals who are able to adapt to the unique circumstances of a constantly changing world. There is a dire need for more Audiologists to provide services in the various official languages of the country. The current demographics in the profession of Audiology consist of 90% of professionals who are White and therefore do not comply with the Constitution of SA as all people have a right to receive services in one of the official languages of the country. The Department of Audiology supports the transformation of education and training to rectify the incongruity between the audiology profession and the client population by providing education and training of high quality.

    Qualifying learners will be able to provide services that respond to linguistic and cultural needs. The current intake of learners shows a rich linguistic profile with ten different African languages being spoken amongst learners. This allows for training learners to respond to the national and local communication needs of South Africa. However, the current qualification faces challenges with respect to the evolving scope of practice. The scope of practice for Audiologists and Speech-Language Pathologists respectively has led to a need for specialization in the fields. There is an urgency to split the qualification to allow learners to acquire the requisite competencies and skills for the individual programmes. The Health Profession's Council of South Africa (HPCSA) has recognized the urgency of the split and has given the department two years to split the programme. The qualifying learner will be able to register with the Health Professions Council of South Africa (HPCSA) as an Audiologist which includes the accumulation of the requisite hours that illustrate the learners' ability to provide appropriate professional services competently and independently within the scope of practice.

    The intended learning outcomes of this qualification are set in accordance with the scope of practice of the profession of Audiology outlined by the HPCSA, as well as by the Health Professions Act (1974) (Government Gazette, 2012). The Scope of Practice falls within the primary domains of promotion, prevention, advocacy, identification, assessment, habilitation/rehabilitation as well as education and training within different contexts.

    The overall rationale for the qualification is as follows:
  • To train competent, highly skilled, professional, accountable, conscientious, culturally competent, and contextually relevant health care professionals in the field of Audiology.
  • To ensure that our learners are trained to provide audiological services to patients from both a rural and urban context with specific emphasis on primary healthcare and redress.
  • To produce Audiologists who present with sound theoretical knowledge and the subsequent clinical expertise to provide assessment and management to all sectors and facets of society. They should have the adaptability to various contexts and situations and be able to confidently work within a team.
  • To ensure that our graduates positively impact the healthcare system of SA and Africa by addressing issues of transformation, responding to disease burden as well as responding to the needs of the marginalised, young, and aging population.
  • To produce health care professionals who can engage with technology and respond to its advancements.
  • To produce professionals that are research passionate, and research-driven with a sharp focus on evidence-based practice and practice-based evidence.
  • To provide a curriculum that focuses on the principles of problem-based learning, andragogy, and critical reflection and which promotes an awareness of social responsibility centred on ethical practice.
  • Given the rights of civil society and the ethical requirements of the profession, heavy weighting is given in this qualification to the development of practitioners who are critically reflective and able to practice within the changing/transforming value perspective of the Audiology profession.
  • The overarching values that guide education in the professions are equity, social justice, and respect for all (beneficence, autonomy, and justice). The qualification is designed to enable learners to pursue further personal and professional development and to promote life-long learning and the integrity to critically evaluate and appraise current and future developments within the field.
  • Develop research capacity in the methodology and research techniques in Audiology in preparation for master's level research.
  • Provide learners with opportunities to meet all the necessary requirements to register with the HPCSA as Audiologists which include the accumulation of the requisite hours that illustrate the learner's ability to provide appropriate professional services competently and independently within the scope of practice.

    Audiologists are much-needed professionals within the health field at large as they contribute to the prevention of hearing and balance disorders within the context, contribute to the promotion of health and wellness of the community and finally contribute to the rehabilitation of hearing and balance disorders which overall contributes to an improvement in quality of life.

    The Speech, Language and Hearing (SLH) Board of the HPCSA was consulted at every step of the process for the past three years. Experts within the field, who also sit on various committees for the board were also consulted. The HPCSA and the department met to have a round table discussion on the programme. In addition to this, the following SLH Board documents were consulted:
  • Scope of practice for Audiologists.
  • Practice guidelines for Audiologists.
  • Regulations on ethical guidelines.
  • Minimum requirements for the degree.
  • Accumulation of clinical hours.

    The qualification aims to develop Audiologists and health care professionals who are competent in the promotion of health, and communication, as well as the prevention, identification, assessment, diagnosis, treatment, and management of auditory disorders in a variety of settings. The attributes of the graduate include a high level of competency and professionalism, high ethical standards, adaptability in providing patient care within a trans- and multidisciplinary environment; possess good communication skills and a lifelong learner with an interest in research and scientific advancement. This graduate must focus on patient-centred care and/or family-centred care by applying the International Classification of Functioning, Disability and Health (ICF) framework and Batho Pele principles. The graduate will have the necessary theoretical knowledge and clinical expertise as well as technical skill to function within a technologically advancing healthcare system. They will also be agents of social good as well as devoted to health advocacy.

    Graduates can pursue the following occupations:
  • Audiologists within the public or private sector.
  • Educational Audiologist within the school sector.
  • Occupations/industrial Audiologist within the manufacturing industry.
  • Audiologist/sales consultant within a hearing aid company.
  • Lecturing after obtaining a masters/PhD.
  • Entrepreneurship opportunities: Open private practice, open a hearing aid company.
  • Work within cochlear implant institutes/teams.
  • Work within vestibular rehab centres/teams.

    Learning pathway within which the qualification resides from private practices, private hospitals, government hospitals, primary health care clinics/facilities, tertiary institutions, schools, early development centres, industries, communities, and home environments. Graduates of this degree will be able to proceed toward a master's degree in Audiology or public health. They can also proceed towards an Honours degree in various fields such as Psychology. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6, 7 and 8, totalling 518 Credits.

    Compulsory Modules Level 5, 128 Credits:
  • Anatomy, 8 Credits.
  • English, 12 Credits.
  • Psychology I, 8 Credits.
  • Introduction to Health and the South African Healthcare System, 12 Credits.
  • Human Communication Development across the Lifespan, 12 Credits.
  • Introduction to linguistics for the Speech-Language Therapist and Audiologist, 12 Credits.
  • Physiology, 8 Credits.
  • Psychology II, 8 Credits.
  • Professionalism and Communication as a Healthcare Professional, 12 Credits.
  • Introduction to Speech, Language and Auditory Disorders, 12 Credits.
  • Promotion, prevention and identification of health and communication disorders, 12 Credits.
  • Audiological Assessment I, 12 Credits.

    Compulsory Modules, Level 6, 128 Credits.
  • Clinical Audiology I, 24 Credits.
  • Psychology III, 12 Credits.
  • Auditory pathology and audiometric findings, 12 Credits.
  • Occupational Audiology, 12 Credits.
  • Pediatric Audiology, 12 Credits.
  • Neuroanatomy, 8 Credits.
  • Audiological Assessment II, 8 Credits.
  • Auditory Processing Disorders, 8 Credits.
  • Assistive listening devices I, 12 Credits.
  • Deaf Culture AND South African Sign Language, 12 Credits.
  • Psychology IV,12 Credits.

    Compulsory Modules, Level 7, 128 Credits.
  • Research and Statistics, 16 Credits.
  • Clinical Audiology II, 60 Credits.
  • Aural rehabilitation and educational audiology, 12 Credits.
  • Assistive listening devices II, 12 Credits.
  • Vestibular Audiology, 24 Credits.

    Compulsory Modules, Level 8, 134 Credits:
  • Applied research, 30 Credits.
  • Clinical Audiology III, 80 Credits.
  • Practice Management, 12 Credits.
  • Advances in Audiology, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a holistic problem-solving approach to all learning and tasks relating to the management of audiological disorders in a manner that acts as a springboard to lifelong learning.
    2. Communicate effectively using all forms of oral and written communication including information technology.
    3. Demonstrate the required levels of competency to independently select and apply a wide range of screening and specialised audiological assessment approaches and material and to record and interpret the findings.
    4. Demonstrate the ability to utilise screening and basic assessment and rehabilitation approaches to common speech and language disorders.
    5. Demonstrate the ability to plan and execute assessments together with the client's family, community and other professionals, appropriate prevention, promotion and intervention programmes in hearing and hearing disorders for individuals, groups, and communities.
    6. Plan and provide individual and group counselling regarding hearing disorders and their effects, as well as monitor clients' compliance and progress.
    7. Critically and continuously monitor the effectiveness of own and other interventions against expected outcomes to modify, continue or terminate interventions.
    8. Impart specific professional knowledge to stakeholders and plan and implement education programmes about the profession for individuals, groups, caregivers, organisations, and the public in general.
    9. Demonstrate the ability to identify local, regional, and national research needs, develop and execute suitable strategies to research these needs and practically apply the knowledge gained.
    10. Act professionally, empathetically, and ethnically in all professional interactions and can use a range of specialised equipment, procedures, and programmes in providing relevant services.
    11. Demonstrate the ability to independently manage all aspects of practice in the public or private sector in a manner based on outcomes measurement and continuous quality management and the ability to develop and implement management programmes that are culturally and linguistically appropriate and to empower individuals and communities.
    12. Demonstrate the ability to work effectively with others as a member of a team group organisation or community and to make appropriate referrals for those needing them. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Critically and independently evaluate, utilise, and integrate material from written, oral, and electronic sources.
  • Apply academic and theoretical information to practical situations.
  • Keep accurate records of professional activities.
  • Write clear professional reports, referrals, and correspondence.
  • Contribute to policy statements.
  • Contribute, both orally and in written form, on professional matters.
  • Effectively use electronic and visual media and information technology.
  • Independently select and accurately use, interpret, and record both formal and informal screening and assessment tools.
  • Adapt assessment tools to specific situations.
  • In the absence of assessment instruments formulate adequate assessment protocols.
  • Analyse and integrate assessment findings.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Use speech and language screening and basic speech and language testing procedures.
  • Interpret test results.
  • Apply basic procedures of speech and language therapy.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Collect, organise, analyse, and critically evaluate findings.
  • Accurately integrate relevant information into an appropriate and logical diagnosis.
  • Use the diagnosis, relevant theoretical knowledge, therapeutic practice, and consultation with other professionals, clients, and caregivers to select appropriate goals principles and methods for intervention.
  • Show awareness of and sensitivity to individual, cultural and social aspects.
  • Plan, implement and evaluate efficacy management programmes.
  • Modify such programmes in response to continuous monitoring.
  • Identify the need for participation of individual groups, communities or organisation in the management and empowers them through education.
  • Identify the need for assistive devices and selects them appropriately.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Assess the client's counselling needs.
  • Plan counselling programmes by acquiring the necessary information and evaluating alternative options for treatment.
  • Provide individual and group counselling to clients and client support systems.
  • Monitor compliance and progress through interviews and measurement.
  • Collaborate with other professionals and refers when necessary.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Critically and continuously monitor own intervention and management by testing progress against expected outcomes.
  • Critically and continuously monitor other professional staff.
  • Participate in private and organisation quality appraisal.
  • Monitor departmental and available referral sources.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Educate clients, communities and the public about skills and practices that enhance the development of normal hearing and listening skills and communication in general.
  • Educate the public about the philosophy and scope of practice of audiologists.
  • Educate other professionals about the importance of early diagnosis of hearing impairment, rehabilitation, hearing conservation and the slogan, "the earlier the diagnosis the better the prognosis".
  • Disseminate professional knowledge at conferences, meetings, workshops and in professional journals.
  • Engage in continuing professional development.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Appropriately formulate and write research grants for funding.
  • Select, plan, and implement appropriate research designs.
  • Select and use appropriate qualitative and quantitative data gathering methods.
  • Critically analyse and interpret data.
  • Apply research knowledge judiciously.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Practise within a professional scope.
  • Comply with existing relevant legislation and codes of professional ethics.
  • Understand and respect clients' rights and community values.
  • Show respect for and sensitivity to various cultural, ethical, religious, and individual values.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Define appropriate outcomes and means of measuring outcomes.
  • Deal effectively with administrative tasks and time management.
  • Keep accurate records.
  • Manage allocated budget.
  • Plan and manage functions.
  • Plan and implement quality management programmes.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Demonstrate familiarity with common formal and informal audiological assessment tools and their calibration references.
  • Use and maintain equipment in audiological assessment, amplification devices, and hearing conservation programmes.
  • Use basic equipment used in speech-language therapy.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Perform a needs analysis to determine appropriate interventions.
  • Demonstrate insight and knowledge into the linguistic and cultural complexities of the South African population.
  • Work effectively at different levels of care.
  • Apply primary healthcare (PHC) principles to audiological services.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Plan and consult on an ongoing basis with other team members throughout the intervention.
  • Interact and work effectively with health and education team members.
  • Critically evaluate the role of audiologists in various health and educational settings.
  • Behave according to rules and codes of professional conduct.
  • Negotiate effectively within a professional context.
  • Demonstrate thorough knowledge of referral systems and the roles of other professionals in them.

    INTEGRATED ASSESSMENT
    Integrated assessment permits the learner to demonstrate applied competence and use a wide range of formative and summative methods set according to specific guidelines for developing assessment tasks and allowing assessors to develop formative and summative methods related to credentialing purposes appropriate to contextual and situational readings of candidates presenting themselves for the recognition of learning achievements. A learner should sit for both continuous (formative) and summative assessments. No exemption for summative assessment will be given.

    Formative Assessment:
    Continuous assessment with feedback to learners takes place through class tests, group discussions, tasks, writing of reports on clients, oral tests in groups and individually, observation by the tutor of all forms of clinical practicum and scheduled feedback both orally and in writing. Peer assessment is incorporated where possible. The number of formative assessments is based on the length and credit allocation of the module as well as the content.

    Summative Assessment.
  • All modules will have a 3-hour summative examination.
  • All papers (standard and re-examination papers) are internally moderated by a subject expert within the department or a senior member of staff.
  • All level 3 and level 4 papers are externally moderated.

    Learners must complete the required research project during the academic year and will be allowed to finish the project within a maximum period of eight weeks at the beginning of the following year. Summative assessment will consist of the following:
  • Portfolios.
  • Simulations.
  • Work-place assessments through practical application.
  • Written examinations.
  • Oral examinations.

    Supplementary examinations:
    A learner qualifies for supplementary assessment provided s/he has a final mark between 45%-49% where the final mark consists of the continuous assessment mark (60%) and the summative assessment mark (40%).
    If the final mark achieved is 50% or more, but the summative assessment mark is below 40%, the learner will qualify for a supplementary assessment.

    Contribution of continuous and summative assessment to the final mark:
    A minimum pass mark for all modules is 50%. To pass a module, the learner must obtain no less than 40% for each part/division of the theoretical component of that module. A distinction will be awarded for subjects passed with 75% and above.

    When calculating the final mark following a summative assessment, the different contributions of the continuous and the summative marks are 60% and 40% respectively. A minimum of 40% must be obtained in all parts/divisions/papers of summative assessment opportunities (Clinical +Theory) to pass a course. The qualification with distinction is awarded to a learner who obtains a minimum of 75% in all modules of the final year of study. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares with the following international qualifications in terms of the range of competencies in the learning content offered.

    Country: United States of America
    Institution: University of South Alabama
    Qualification Title: Bachelor of Science in Speech and Hearing Sciences
    Credits: 122 Credit Hours
    Duration: One-year full time

    Entry Requirements:
    The UoSA qualification has the following requirements.
  • Completion of high school with Scholastic Assessment Test (ACT) 21 or better and/or American College Testing (SAT) 1060 or better.
  • Official high school transcript reflecting a minimum 2.50 Grade Point Average (GPA).
  • Official ACT or SAT scores: a minimum ACT super score of 19 OR a minimum SAT (critical reading + math only) score of 900 (if taken prior to March 2016) OR a minimum SAT (Evidence-based reading and writing + math only) score of 990 (if taken March 2016 or after).

    Qualification structure:
    The qualification consists of the following compulsory and elective modules.

    First Year:
    Compulsory Modules:
  • English Composition I, 3 Credit Hours.
  • Precalculus Algebra, 3 Credit Hours.
  • General Psychology, 3 Credit Hours.
  • Public Speaking, 3 Credit Hours.
  • Humanities Area II C, 3 Credit Hours.
  • English Composition II, 3 Credit Hours.
  • General Biology I, 4 Credit Hours.
  • Major Requirements: Electives, E (Required Elective), 3 Credit Hours.
  • Major Requirements: Electives, C (Multicultural Elective), 3 Credit Hours.
  • Area IV, A- History Elective, 3 Credit Hours.
    Total Hours: 31 Credit Hours.

    Second Year:
  • Anatomy and Physiology I, 4 Credit Hours.
  • Introduction to Communication Disorders, 3 Credit Hours.
  • Concepts of Physics, 4 Credit Hours.
  • Introduction to Computer Application1, 3 Credit Hours.
  • General Elective, 3 Credit Hours.
  • Anatomy and Physiology II, 4 Credit Hours.
  • Stat Reasoning and Application OR Applied Stats for Health Science, 3 Credit Hours.
  • Literature Elective Area II B, 3 Credit Hours.
  • Social/Behavioural Science: Area IV, A - History Sequence OR Social Science Elective, 3 Credit Hours.
    General Elective, 3 Credit Hours.
    Total Hours:30 Credit Hours.

    Third Year:
  • Speech Science, 3 Credit Hours.
  • Clinical Phonetics, 4 Credit Hours.
    Major Requirements:
  • Electives, D. (Psychology Elective), 3 Credit Hours.
  • Humanities, Area II, C, D- Literature Sequence OR Humanities Elective, 3 Credit Hours.
  • Social/Behavioural Science, Area IV, C - Social Science, 3 Credit Hours.
  • Audiology and Hearing Science, 3 Credit Hours.
  • Normal Language Acquisition (W), 3 Credit Hours.
    Major Requirements:
  • Electives, A. (Human Development Elective), 4 Credit Hours.
  • Laboratory Science, Area III, C, 4 Credit Hours.
  • General Elective, 3 Credit Hours.
    Total Hours: 32 Credit Hours.

    Fourth Year:
  • Introduction to Speech Disorders, 3 Credit Hours.
  • Audiology I, 4 Credit Hours.
  • Major Requirements: Electives, D. (Psychology Elective), 3 Credit Hours.
  • Major Requirements: Electives, B. (Aging Elective), 3 Credit Hours.
  • General Elective, 3 Credit Hours.
  • Neurological Bases of Communication, 3 Credit Hours.
  • Introduction to Language Disorders, 3 Credit Hours.
  • Audiology II, 3 Credit Hours.
  • Introduction to Clinical Methods I, 3 Credit Hours.
  • Introduction to Clinical Practicum II, 4 Credit Hours.
    Total Hours: 28/29 Credit Hours.

    Similarities:
  • The University of South Alabama (UoSA) and the South African qualifications are offered over a period of four years full-time study.
  • The UoSA and SA qualifications require the applicant hold a high school qualification with Mathematics and Language.
  • Both qualifications share the following same compulsory modules.
    > Audiology
    > Audiology and Hearing Science
    > Anatomy and Physiology
    > English Composition.
    > General Biology
    > Psychology
    > Neurological Bases of Communication
    > Introduction to Speech Disorders

    Differences:
  • The UoSA qualification carries a weighting of 122 credit hours whereas the SA qualification carries a weighting of 518 credits.
  • The SA qualification includes research skill modules whereas the UoSA qualification does not cover research modules.

    Country: India
    Institution: Parul University
    Qualification Title: Bachelor of Audiology and Speech-Language Pathology
    Duration: Four-years Full Time

    Entry Requirements:
    The candidate shall have passed HSC or Equivalent examination with Physics, Chemistry, Biology/Mathematics- Theory and Practical.

    Purpose:
    Audiology is one of the disciplines of medical science that deals with the study of hearing (earshot), balance and other associated illnesses with the help of advanced tools and techniques. Speech-language pathology is a discipline of science that deals with the evaluation (assessment), identification (Diagnosis) and healing of speech, language, verbal communication, or reasoning, public communication, and swallowing disorder problems in kids or adults Audiology and speech-language pathology seek to shape and develop experts who have an in-depth understanding of therapeutic and rehabilitative solutions. With the emergence of technology, there has been an endless pool of opportunities for graduates of this qualification.

    The PU qualification intends to provide learners:
  • The required knowledge of preventing, identifying, assessing, and habilitating as well as rehabilitating the patients' speech, language, hearing, balance, and swallowing.
  • The logical and scientific thinking habit, clear expression of thought, rational and independent judgment, and capability to gather, analyze and correlate information.
  • Develop the learner's skill and competence by peer interaction, contacts with patients and communities they live in and by encouraging them to use active methods related to demonstrations and firsthand experience.
  • To familiarize and associate learners with the historical evolution process of the subject matter both within the country and the global spectrum.

    Qualification structure:
    The Parul University (PU) qualification consists of the following compulsory modules.
    Compulsory Modules:
  • Anatomy I and II
  • Physiology I and II.
  • Biochemistry I and II.
  • Pathology I and II.
  • Microbiology I and II.
  • Pharmacology I and II.
  • Forensic Medicine.
  • Preventive and Social Medicine I and II.

    Assessment:
    Most of the lecture modules are assessed by written exams and practical exams at the end of the academic year. Learner project work is assessed by an oral presentation of the ideas, written reports with details of the design, implementation, and testing of the program under consideration and the conclusions drawn.

    Similarities:
  • The Parul University (PU) and the South African (SA) qualifications are offered over a period of four years full-time study.
  • Learners who get to pursue the PU and SA qualifications will develop the ability to prescribe audio and speech solutions to patients having audio and speech impairments.
  • Both qualifications were introduced with the purpose of developing the audiologist and Speech pathologist within the country to treat people having disorders of audio and speech.
  • The PU and SA qualifications are strategically designed to provide learners with in-depth exposure to subjects such as diagnostic audiology, rehabilitative audiology, and neurogenic language disorders, among others.
  • The PU and SA qualifications are assessed by means of formative and summative assessments

    Differences:
    The SA qualification requires applicants who hold the secondary school qualification with Maths and Life Sciences while for admission to PU qualification, the candidate shall have passed HSC or Equivalent examination with Physics, Chemistry, Biology/Mathematics- Theory and Practical.

    Country: United Kingdom
    Institution: De Montfort University
    Qualification Title: Bachelor of Science Honours in Healthcare Science Audiology
    Duration: Three years full-time

    Entry Requirements:
    General Certificates of Secondary Education (GCSEs):
  • Five GCSEs at grade C/4 or above including English and Mathematics.
    Plus, one of the following:
    A Level
  • A minimum of 128 points from 2 or more A levels, with a science subject at grade B or above in one of the following Psychology, Biology, Human Biology, Physics, Chemistry or Mathematics / Further Mathematics.

    Purpose:
    Audiology is a rapidly expanding field, requiring practitioners to apply their specialist knowledge to assess, manage and support the rehabilitation of those with hearing and balance problems and their associated symptoms. It is a rewarding profession in which clinicians use a combination of technology, assistive devices, and support to help improve the lives of patients. The qualification aims to enrich learners' studies and expand their cultural horizons - helping them to become global graduates, equipped to meet the needs of employers across the world. Qualified professionals can expect to find work in a variety of settings - such as hospitals, private practices, research groups and the education sector. Clinicians frequently work alongside multi-disciplinary teams, including teachers, psychologists, and other healthcare staff. Graduates go on to work in a variety of roles for the National Health Service (NHS), including working with adults, paediatric and specialist populations. Graduates are also eligible to work as hearing aid dispensers, with a significant number of graduates progressing to manage or become partners of their own branches. Opportunities are available outside the clinical arena and some of the graduates have been employed with hearing aid and audiology equipment manufacturers.

    The work placements and work-based learning opportunities mean that learners will be developing these collaborative professional skills throughout the qualification. Learners will study a range of topics including auditory diagnostics and rehabilitation, anatomy and pathophysiology of the ear, methods to assess hearing, the science around dizziness, and paediatric audiology, amongst others.

    Qualification structure:
    Both the DMU and SA qualifications consist of the following compulsory modules.
    First Year:
    Compulsory Modules:
  • Professional Healthcare Science Practice 1.
  • Medical Sciences for Audiology.
  • Scientific Basis of Healthcare Science.
  • Physics for Clinical Measurement.
  • Neurosensory Physiology and Pathophysiology.
  • Clinical Measurement and Treatment and Work-based Learning.

    Second Year:
    Compulsory Modules:
  • Auditory Science 1.
  • Professional Healthcare Science Practice 2.
  • Adult Aural Rehabilitation.
  • Applied Physiological Measurement and Instrumentation.
  • Research Methods.
  • Clinical Practice Year 2.

    Third Year:
    Compulsory Modules:
  • Clinical Practice Year 3.
  • Professional Healthcare Science Practice 3.
  • Auditory Science 2.
  • Paediatric Audiology.
  • Balance Science.
  • Final Year Project.

    Clinical Placement:
    Learners will undertake compulsory work placements mostly in the NHS, working with a range of people from diverse cultural and ethnic backgrounds, and developing clinical and professional skills. Placements are spread across the country, and the institution tries to ensure that learners are placed where they will have the best chance of development.

    Learners will have a 30-to-40-week placement which will usually start in the middle of the second year and end in the middle of the final year.

    Teaching sessions include:
  • Formal and interactive lectures.
  • Staff and Learner seminars.
  • Tutorial discussions.
  • Practical and clinical-based workshops.
  • Inter-professional (IP) learning with learners from other healthcare professions.

    Assessment Methods for DMU qualification includes, not limited to:
  • Written exams.
  • Coursework (essays, posters, wikis).
  • Presentations.
  • Dissertation.
  • Practical and clinically based assessment activities.

    Similarities:
  • The De Montfort University (DMU) qualification and the South African (SA) qualifications require applicants who completed the secondary school qualification in Mathematics and English.
  • Both qualifications are designed to equip learners to assess and treat a breadth of conditions, including embedding problem-solving skills for the unexpected that patients can present with.
  • Both the DMU and SA qualifications are approved by the Health and Care Professions Council (HCPC) and HPCSA.
  • Both the DMU and SA qualifications consist of the following compulsory modules.

    Differences:
    The DMU qualification is offered over a period of three years of full-time study whereas the SA qualification takes four years of full-time study.
  • Learners will undertake compulsory work placements in the DMU qualification whereas the SA qualification does not have the work integrated learning module.
  • The DMU qualification includes a dissertation which is not in the SA qualification. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Speech Therapy and Audiology, NQF Level 8.
  • Bachelor of Speech-Language Pathology and Audiology, NQF Level 8.
  • Bachelor of Arts in Audiology, NQF Level 8.
  • Bachelor of Science in Audiology, NQF Level 8.
  • Bachelor of Psychology, NQF Level 8.

    Vertical Articulation:
  • Master of Audiology, NQF Level 9.
  • Master of Arts in Audiology, NQF Level 9.
  • Master of Public Health, NQF Level 9.
  • Master of Science in Clinical Psychology, NQF 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.
     
    NONE 


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