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 Science in Speech-Language Pathology 
SAQA QUAL ID QUALIFICATION TITLE
12107  Bachelor of Science in Speech-Language Pathology 
ORIGINATOR
University of Cape Town 
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  Preventive Health 
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
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
This course aims to provide the graduate with a wide range of specialised knowledge and skills which allow the individual, either independently or in teams, to assess, manage and research the full range of speech and language disorders. In addition, s/he will also be able to apply screening and basic assessment and rehabilitation approaches to disorders of hearing. The qualification will be registerable with the HPCSA and will enable the individual to be self employed or employed in the fields of health and education including higher education, research centres and in specialised units in the state or private sector.

The graduate will be able to plan, resource and manage all aspects of the speech-language therapy process with individual clients, groups of clients, families, communities and professionals in an acceptable manner. This process will involve the prevention, identification, evaluation, treatment, counselling, consultation, research, education, management and the promotion of awareness of speech and language disorders using a critical problem solving approach with a n orientation to life long learning.

The graduate will be able to selectively use a range of standard, non-standard and specialised equipment, procedures and programmes in the clinical and research speech-language therapy context. The graduate will be able to work with diverse, multilingual, multicultural populations at the primary, secondary and tertiary health care levels. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
1. The four-year degree programme.

a). A minimum of level-4 qualification with university exemption. The qualification should include:
  • A pass (E) in Mathematics at higher grade or 50% at standard grade.
  • A pass at higher grade or 50% or more in one of the following:
  • Physical Science
  • Biology
  • Physiology
    b). Competency in written and oral English
    c). The ability to study independently, interpret and integrate information relating well to others, problem solving and behaving in a socially responsible manner.

    2. Conversion degree:

    a). A BA degree that includes three years (90 credits) of Psychology and one year (30 credits) of Linguistics.
    b). Competency in written and oral English.
    The ability to study independently, interpret and integrate information relating well to others, problem solving and behaving in a socially responsible manner.
    c). Oral and written competency in a Black South African language.


    Senior Certificate with Matriculation Exemption or equivalent university admission qualification 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    EXIT LEVEL OUTCOMES 
    a). Critical cross-field outcomes (generic to all teaching and learning)

    1. Demonstrate a holistic problem solving approach to all learning and tasks relating to the management of Speech-Language 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

    b). General outcomes (contextually demonstrated general knowledge, skills and values of the programme)

    c). Specific outcomes, including professional outcomes, contextually demonstrated

    1. Demonstrate the required levels of competency to independently select and apply a wide range of screening and specialised speech and language assessment approaches and materials and to record and interpret the findings

    2. Demonstrate the ability to utilise screening and basic assessment and rehabilitation approaches to disorders of hearing

    3. On the basis of assessments, plan and execute, together with clients family, community and other professionals, appropriate prevention, promotion and intervention programmes in Speech-Language skills for individuals, groups and communities

    4. Plan and provide individual and group counselling regarding Speech and Language disorders and their effects, as well as monitoring clients' compliance and progress

    5. Critically and continuously monitor the effectiveness of own and other interventions against expected outcomes in order to modify, continue or terminate interventions

    6. Impart specific professional knowledge to stakeholders and plan and implement education programmes about the profession for individuals, groups, caregivers, organisations and public in general

    7. 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

    8. Act professionally, empathetically and ethnically in all professional interactions

    9. 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

    10. Demonstrate the ability to use a range of specialised equipment, procedures and programmes in providing relevant services

    11. Demonstrate 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 
    a).
    1. Critically and independently evaluates, utilise and integrate material from written, oral and electronic sources.
    Apply academic and theoretical information to practical situations.

    2. Keeps accurate records of professional activities.
  • Write clear professional reports, referrals and correspondence.
  • Contributes to policy statements.
  • Contributes, both orally and in written form, on professional matters.
  • Effectively use electronic and visual media and information technology.

    c).
    1. Independently select and accurately use, interpret and record both formal and informal screening and assessment tools
  • Has the ability to adapt assessment tools to specific situation
  • Analyse and integrate assessment findings.

    2. Know how to use audiometric screening and basic audiometric testing procedures
  • Understand the structure and function of various hearing aids
  • Interpret audiograms
  • Know basic procedures of aural rehabilitation.


    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 practise 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.
  • Show the ability to modify such programmes in response to continuous monitoring.
  • Identifies the need for participation of individual groups, communities or organisations in the management and empowers them through education.
  • Identifies the need for assistive devices and select them appropriately.

    4. Assess client's counselling needs.
  • Plan counselling programmes by acquiring necessary information and exploring and evaluating alternative options for treatment.
  • Provides individual and group counselling to clients and client support systems
  • Monitors compliance and progress through interviews and measurement.
  • Collaborate with other professionals and refer when necessary.

    5. Critically and continuously monitor own intervention and management by testing progress against expected outcomes.
  • Critically and continuously monitor other professional staff
  • Participate in own and organisation's quality appraisal.
    Monitor departmental and available referral sources.


    6. Educate clients, communities and public about skills and practices that enhance the development of speech and language in particular and communication in general.
  • Educate public about philosophy and scope of practice of a Speech-Language therapist
  • Educate other professionals about the importance of speech language therapy.
  • Disseminate professional knowledge at conferences, meetings, workshops and in professional journals.
  • Engage in continuing professional development.

    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.

    8. Practise within professional scope.
  • Have thorough knowledge of and comply with existing relevant legislation and codes of professional ethics.
  • Understand and respects clients' rights and community values.
  • Show respect for and sensitivity to various cultural, ethical, religious and individual values.

    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.

    10. Demonstrate familiarity with common formal and informal speech and language assessment tools and therapy programmes
  • Demonstrates ability to use and maintain equipment utilised in Speech-language Therapy and Audiology

    11. Have the ability to perform a needs analysis and to determine appropriate interventions.
  • Demonstrate insight and knowledge into the linguistic and cultural complexities of the South African population.
  • Can function effectively at different levels of care.
  • Apply PHC principles to Speech and Language Therapy

    12. Plan and consult on an ongoing basis with other team members throughout intervention.
  • Liase, interact and work effectively with health and education team members
  • Critically evaluate the role of Speech-Language therapists in various health and educational settings.
  • Behave according to rules and codes of professional conduct.
  • Negotiate effectively within professional context.
  • Demonstrate thorough knowledge of referral systems and roles of other professionals in it.
  • Know when to refer.


    INTEGRATED ASSESSMENT

    1. The learners who succeed in all courses/modules will be eligible to receive the qualification.
    2. Each course/module is assessed on a continuous basis through tests, assignments, evaluation of reports and presentations, as well as written examinations.
    3. Clinical competence is evaluated on continuous basis throughout each year, by using multifaceted measures of clinical evaluation, a minimum of four times a year in each clinic. In addition, diagnostic and therapy reports are evaluated.
    4. During the final year both academic and clinical skills are evaluated through two extensive OSCE's (June and November) that include material from all four years of study
    5. Overall pass mark 50%. 
    		•

    ARTICULATION OPTIONS 
    1. Learners who complete the qualification may proceed to Master's and PhD degree levels.
    2. Learners who compete 2 years of study may continue to complete a general BA with Psychology or Linguistics as a major.
    3. Learners who complete the degree may also proceed, for one additional year, to qualify in Audiology. 

    MODERATION OPTIONS 
    The University of Cape Town has a system of external peer review and evaluation of each course. One of the aspects of the system is an evaluation of the standards and assessment practices of the department.
  • The Professional Board for Speech Language and Hearing Sciences will act as the moderating body through inspections done every 3 years.
  • Moderators and external examiners will be appointed from experts identified within the profession on an annual basis by the department.
  • The Council for Higher Education and the HPCSA are the Accreditation Bodies. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The academic staff of the University of Cape Town will be used in a manner that is consistent with the quality assurance system of the University.

    Assessment will be done by internal and external assessors. Such persons must demonstrate:

    1. Registration with HPCSA
    2. Evidence of appropriate clinical and teaching experience
    3. Evidence of research and research supervision 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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 Cape Town 


    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.