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 Speech-Language Pathology 
SAQA QUAL ID QUALIFICATION TITLE
121377  Bachelor of Speech-Language Pathology 
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  Preventive Health 
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 1221/24  2024-01-30  2027-01-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-01-30   2034-01-30  

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 Speech-Language Pathology is to equip learners, through a planned combination of learning outcomes, with the knowledge, skills and attitudes consistent with best practice in the profession of Speech-Language Therapy and will enable learners to register with the Health Professions Council of South Africa (HPCSA) as a Speech-Language Therapist. This qualification will 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 qualifying learners will enter community service where there may be no other speech-language therapy.

Therapists provide supervision and mentorship, and there may be a need to collaborate, plan, set-up, and deliver services at all levels of the healthcare system; there will be a need to communicate effectively and address the communication and swallowing needs of a multi-cultural and multi-lingual population professionally and ethically.

This qualification will train learners to become competent professionals in speech-language pathology. The purpose of this professional qualification is to equip learners with knowledge and skills that are consistent with the best practices in the profession of Speech-Language Therapy and that will enable learners to provide appropriate service in a range of contexts, to persons of all ages, who are at risk for, or present with, swallowing disorders or a communication delay or disorder.

Upon completion of this qualification, qualifying learners will be able to:
  • Apply knowledge and understanding of human behaviour and human communication as well as the skills to provide the necessary interventions that will promote the well-being of persons at risk for or with a communication delay or disorder.
  • 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.
  • Demonstrate the principles of human rights and social justice while interacting with and assisting the range of human diversity in their professional practice.
  • 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.

    Rationale
    The qualification prepares learners to evaluate the speech, language feeding, swallowing, and related physiological and cognitive capabilities of children and or adults and develop treatment and rehabilitative solutions in consultation with clinicians and educators. It includes instruction in the anatomy and physiology of speech and hearing; biomechanics of swallowing and vocal articulation, communications disorders; psychology of auditory function and cognitive communication; language assessment and diagnostic techniques; and rehabilitative and management therapies.

    This qualification will train speech-language therapists to manage feeding, swallowing and communication disorders within contexts that range from rural, disadvantaged communities to urban service centres. Learners will be able to provide quality services to persons of all ages within various sectors such as government departments, industry, non-governmental organizations and private practice. The Department of Speech-Language Pathology supports the transformation of education and training to rectify the incongruity between the Speech Therapy profession and the client population by providing education and training of high quality.

    There is a dire need for more speech-language professionals to provide services in the various official languages of the country. The current demographics in the profession of Speech Language Pathology consist of 95% who are Caucasian and therefore do not comply with the Constitution of South Africa as all people have a right to receive services in one of the official languages of the country.

    The institution is geographically situated in an ideal location to allow for the intake of predominantly black learners. This will allow the training of professionals who can provide services to patients that respond to linguistic and cultural needs. Our current intake of learners shows a rich linguistic profile with ten different African languages being spoken amongst learners. This allows us to train 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 of the fields.

    This qualification will ensure learners are trained to provide speech, language, feeding and swallowing services to patients from both rural and urban contexts with specific emphasis on primary healthcare and redress. This qualification will produce speech-language therapists who present with sound theoretical knowledge and the subsequent clinical expertise to provide assessment and management to all sectors and facets of society. Learners will have a positive impact on the healthcare system of South Africa and Africa by addressing issues of transformation, responding to disease burdens as well as responding to the needs of the marginalized, young and ageing population and producing healthcare professionals who can engage with technology and respond to its advancements.

    The qualification aims to develop healthcare professionals who are competent in the promotion of health, and communication, as well as the prevention, identification, assessment, diagnosis, treatment and management of speech and language disorders in a variety of settings. The attributes of our learners will include a high level of competency and professionalism, high ethical standards, adaptability in providing patient care within a trans- and multidisciplinary environment, possessing good communication skills and being a lifelong learner with an interest in research and scientific advancement. Learners will 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. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor's Degree studies.
    Or
  • National Certificate (Vocational) NC(V) Level 4, granting access to Bachelor's Degree studies.
    Or
  • Senior Certificate with Endorsement.
    Or
  • Higher Certificate, NQF Level 5 or Advanced Certificate, NQF Level 6 or Diploma, NQF Level 6 in a cognate field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 502 Credits.

    Compulsory Modules, NQF Level 5, 120 Credits:
  • Anatomy, 8 Credits.
  • English, 12 Credits.
  • Psychology, 8 Credits.
  • Introduction to Health and the South African Healthcare System, 12 Credits.
  • Human Communication Development across the Lifespan, 12 Credits.
  • Introduction to Phonetics and Linguistics, 12 Credits.
  • Physiology, 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 communication disorders, 12 Credits.
  • Speech Sound System Disorders, 12 Credits.

    Compulsory Modules, NQF Level 6, 120 Credits:
  • Psychology, 12 Credits.
  • Applied Linguistics, 8 Credits.
  • Early Communication Intervention, 12 Credits.
  • Child Language Disorders, 16 Credits.
  • Clinical Speech-Language Pathology I, 16 Credits.
  • Neuroanatomy, 8 Credits.
  • Specific Speech Sound Disorders, 12 Credits.
  • Auditory Processing Disorders, 8 Credits.
  • Deaf Culture and South African Sign Language, 12 Credits.
  • Clinical Speech-Language Pathology II, 16 Credits.

    Compulsory Modules, NQF Level 7, 128 Credits:
  • Aural rehabilitation and educational audiology, 12 Credits.
  • Adult dysphagia and motor speech disorders, 12 Credits.
  • Acquired neurogenic language disorders, 12 Credits.
  • Clinical Speech-Language Pathology III 20, Credits.
  • Research and basic statistics, 16 Credits.
  • Paediatric dysphagia and motor speech disorders, 16 Credits.
  • Clinical Speech-Language Pathology IV, 40 Credits.

    Compulsory Modules, NQF Level 8, 134 Credits:
  • Applied research, 30 Credits.
  • Clinical Speech-Language Pathology V 80, Credits.
  • Practice Management, 12 Credits.
  • Relevant issues in Speech-Language Pathology practice, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes
    1. Apply relevant theories and models of care available in the field of Speech and Language Pathology and provide competent clinical services to communities and population groups.
    2. Demonstrate an understanding of problem-solving skills required to address speech, communication, and swallowing disorders relating to prevention and identification.
    3. Communicate effectively using both oral and written communication including information technology.
    4. Educate clients, communities and the public about skills and practices that enhance the development of speech, language and communication in general.
    5. Plan and execute professional development activities and strategies.
    6. Formulate appropriate written research proposals and engage in the process of continuous enhancement of professional and research activities.
    7. Act professionally, empathetically, and ethically in all professional interactions. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Evaluate different theories of communication, typical human development, pathologies, and models of intervention to provide clinical services to patients, and clients using pre-specified criteria.
  • Apply the relevant selected theory or theories to specific or special population groups and or contexts and compile a detailed report on their findings.
  • Critically appraise and interpret relevant information and concepts regarding speech and language practice aimed at managing clients or patients.
  • Formulate a detailed report that illustrates an in-depth understanding of all areas of practice (prevention, assessment, management, and intervention).

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse and define problems in clinical practice and identify criteria for an acceptable solution.
  • Generate and formulate possible approaches for a problem.
  • Model and analyse possible solution(s).
  • Evaluate possible solutions and select the best solution.
  • Formulate and present the solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Critically and independently evaluate, utilise, and integrate material from written, oral and electronic sources.
  • Apply academic and theoretical information to practical situations.
  • Write clear professional reports, referrals, and correspondence.
  • Communicate clearly both orally and in written form, on professional matters.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Disseminate professional knowledge at conferences, meetings, workshops and in professional journals.
  • Engage in continuing professional development.
  • Educate the public about the philosophy and scope of practice of audiologists.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Plan and execute own professional development strategy.
  • Select and apply appropriate professional development activities.
  • Keep a record of professional development strategy and activities.
  • Display independent learning ability.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Select and use appropriate qualitative and quantitative data-gathering methods.
  • Make informed decisions regarding research design and methodology.
  • Critically analyse research data.
  • Formulate a reasonable and logical discussion based on the results.
  • Construct a set of clinical recommendations, implications and limitations emerging from or through the study findings.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • 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. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Ireland
    Institution: The University of Cork (UC)
    Qualification title: Bachelor of Science: Speech and Language Therapy
    Duration four years full-time
    NQF Level 8

    Purpose/rational
    The BSc in Speech and Language Therapy provides the knowledge, skills and confidence for a career that will improve the lives of children and adults with communication disorders or swallowing difficulties. Over the four years of the course, you will gain specialist knowledge for a rewarding career, as well as general skills in communication, problem-solving and teamwork.

    Entry requirements
  • The Senate of the National University of Ireland shall determine the basic matriculation requirements for the Constituent Universities, but each University may prescribe additional requirements generally or in respect of faculties of the University."
  • All learners wishing to enter a degree course in a NUI Constituent University or Recognised College must meet the Matriculation Requirements of the University.

    Qualification Structure
    Modules
  • Anatomy of Speech and Hearing, compares with Anatomy.
  • Fundamentals of Physiology compares with Psychology.
  • Communication, Learning and Behaviour across the Lifespan, compares with Human Communication Development across the Lifespan
  • Preparation for Academic and Professional Learning
  • Language Acquisition
  • Speech, Hearing and Swallowing Sciences I.
  • Introduction to Language Studies
  • Introduction to Communication Disorders I, comperes with Introduction to Speech, Language and Auditory Disorders.
  • Introduction to Communication Disorders II.

    Assessment
    Written exams take place in both semesters but not all modules have formal examinations, and many modules use other types of assessment. In the Speech and Language Therapy programme, you are assessed throughout the year in a variety of ways on your acquisition of knowledge, skills, and abilities. Some of the methods we use include oral presentations, video case exams, clinical portfolios, essays, multiple-choice-question exams, group projects, phonetics practicals, reflective papers, and research reports.

    Similarities
  • The University of Cork (UC) and South African (SA) qualifications require learners who completed Senior Certificate/ Matriculant.
  • Both UC and SA qualifications are at NQF Level 8.
  • UC and SA qualifications share similar modules such as Fundamentals of Physiology, Communication, Learning and Behaviour across the Lifespan, and Introduction to Communication Disorders.
  • Both UC and SA qualifications are offered for four years full-time.
  • Both UC and SA share a similar purpose, which is to provide learners with knowledge, skills and confidence for a career that will improve the lives of children and adults with communication disorders.

    Country: Australia
    Institution: The University of Queensland (UQ)
    Qualification title: Bachelor of Speech Pathology (Honours)
    Duration four years full-time.
    Credits: 64 Units
    AQF level 7

    Entry requirements
  • Queensland Year 12 (or equivalent) General English subject (Units 3 & 4, C); and one of Biology, Chemistry or Physics (Units 3 & 4, C).
    And
  • For applicants who need to provide evidence of English proficiency, please note: this program requires a higher level of English language proficiency than the UQ minimum.

    Qualification Structure
    Modules
  • The Secret Life of Language: Words and Sentences
  • Introduction to Psychology: Developmental, Social & Clinical Psychology, compares with Psychology.
  • Communication and Swallowing Across the Lifespan, compares with Human Communication Development across the Lifespan.
  • The Professional Practice and Communication Skills of a Speech Pathologist, compares with Clinical Speech-Language Pathology IV.
  • Physiology of Systems & Clinical Application to Speech Pathology Practice.
  • Communication & Feeding Difficulties in Children I.

    Learners will have the opportunity to progress to the following programs:
  • Master of Audiology Studies.
  • Master of Philosophy.
  • Doctor of Philosophy.

    Similarities
  • The University of Queensland (UQ) and South African (SA) require learners who completed Senior Certificate/ Year 12 (or equivalent).
  • Both UQ and SA qualifications are offered for four years full-time.
  • UQ and SA qualifications share similar modules such as Communication and Swallowing Across the Lifespan, Introduction to Psychology and Professional Practice and Communication Skills of a Speech Pathologist.
  • Both UQ and SA qualifications progress to a Master's degree.

    Differences:
  • The University of Queensland (UQ) qualification is offered with 64 units, while the South African (SA) qualification is offered with 480 credits.
  • AQ qualification is at Australian Qualification Framework (AQF) Level 7, while the SA qualification is at National Qualification Framework (NQF) Level 8. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Arts in Speech-Language Pathology, NQF Level 8.
  • Bachelor of Speech-Language Pathology and Audiology, NQF Level 8.

    Vertical Articulation:
  • Master of Speech-Language Pathology, NQF Level 9.
  • Master of Science in Speech-Language Pathology, NQF Level 9.

    Diagonal Articulation:
  • Diagonal articulation options are not available. 
    		•

    MODERATION OPTIONS 
    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. Sefako Makgatho Health Sciences University 


    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.