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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: |
| Occupational Certificate: Body Therapist |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 121647 | Occupational Certificate: Body Therapist | |||
| ORIGINATOR | ||||
| Development Quality Partner-Services SETA | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Part-Qualification | Field 11 - Services | Personal Care | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 78 | Not Applicable | NQF Level 04 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 1121/24 | 2024-01-30 | 2029-01-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-01-30 | 2033-01-30 | |||
| 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 this part qualification is to prepare a learner to function as a Body Therapist. A Body Therapist provides body care and body massage services in accordance with Industry standards to improve a person's appearance and self-esteem. A qualified learner will be able to: Typical Graduate Attributes A qualified learner will demonstrate the following key attributes: Rationale: The demand for Body Therapists continues to surge in the beauty and cosmetology industry, with industry-wide recognition for their direct alignment with numerous employment opportunities. These skilled professionals offer a comprehensive range of services, encompassing manual body care and body massage. In the twenty-first century, the skills offered by Body Therapists are in exceptionally high demand within the beauty and cosmetology sector, highlighting the ever-increasing need for their expertise. There are no similar qualifications registered on the National Qualifications Framework. This part qualification offers a structured framework for learners to cultivate essential competencies in body care and body massage, all of which are vital in the Beauty and Cosmetology industry. Successful completion of this part qualification not only equips learners with these skills but also opens doors to various job opportunities within the Beauty and Cosmetology industry. Additionally, qualified individuals may choose to establish their own businesses, thereby contributing to their communities' economy. Body Therapists play a pivotal role in enhancing the self-image of individuals, resulting in a more positive outlook and improved performance in both the job market and society. The Beauty and Cosmetology sector stands to gain significantly from the availability of skilled Body Therapists capable of meeting the diverse needs of their clientele. Competent Body Therapists have the potential to establish a strong local presence, characterised by service excellence. This part qualification places a strong emphasis on nurturing a culture of professionalism and service excellence within the Beauty and Cosmetology industry. The global beauty landscape is currently experiencing a transformative shift, reflecting the evolving awareness of beauty consumers' needs and desires. The Beauty and Cosmetology industries are in a phase of growth and development, driven by factors such as the rise of local beauty brands, the economic activity of the current generation, and the influence of digital technology and connectivity. Notably, the increasing impact of blogging and social media influencers is playing a significant role in shaping these industries. The typical learners are the school leavers, unemployed persons, employed and self-employed persons. This part qualification was developed in consultation with the relevant Professional Body in the Beauty and Cosmetology industry to secure the competency requirements. Typical occupations in which the qualifying learner will operate include Manual Body Care Therapy and, Body Massage Therapy. Learners qualifying this part-qualification may become Body Therapists, provide advice in retail outlets, become Salon Managers or Entrepreneurs. There is collaboration with relevant stakeholders such as TVET Colleges, Private Training Providers in the Beauty and Cosmetology Industry and Practising Beauty Therapists. Typical professions in which the qualifying learner will operate include Advance Aesthetic Therapist, Beauty Technologist, Nail Technician, Beauty Therapist and Somatologist. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for Access to Training: Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification, or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme. Such an RPL assessment may be developed, moderated, and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors. For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification, or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. RPL for Access to the External Integrated Summative Assessment (EISA): Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification, or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved. For a Skills Programme, the accredited Skills Development Provider (SDP) must ensure all modular competency requirements are met prior to the FISA and keep record of such evidence. Upon successful completion of the EISA/FISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification, or skills programme. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification is approved by the QCTO. Entry Requirements: An NQF Level 3 qualification with Mathematical Literacy. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This part qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:
Knowledge Modules Total number of credits for Knowledge Modules: 32 Practical Skill Modules Total number of credits for Practical Skill Modules: 34 Work Experience Modules Total number of credits for Work Experience Modules: 12 |
| EXIT LEVEL OUTCOMES |
| . Perform a body care treatment in a professional and ethical manner in accordance with occupational standards.
2. Perform a body massage in a professional and ethical manner in accordance with occupational standards. 3. Establish and manage a sustainable and compliant establishment in the beauty and cosmetology industry. 4. Apply integumentary system and human anatomy as applicable to the specific area under treatment. 5. Apply cosmetic chemistry as applicable to beauty therapy treatment. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Perform a body care treatment in a professional and ethical manner in accordance with occupational standards. Associated Assessment Criteria (AAC) for ELO 2: ELO 2: Perform a body massage in a professional and ethical manner in accordance with occupational standards. ELO 3: Establish and manage a sustainable and compliant establishment in the beauty and cosmetology industry. Associated Assessment Criteria (AAC) for ELO 4 ELO 4: Apply integumentary system and human anatomy as applicable to the specific area under treatment. Associated Assessment Criteria (AAC) for ELO 5: ELO 5: Apply cosmetic chemistry as applicable to beauty therapy treatment. Integrated Assessment: Formative Assessments conducted internally. Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment. Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained. Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided. Integrated Summative Assessments conducted Internally Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed. An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification, or skills programme. Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g., applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc. The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA. External Integrated Summative Assessment (EISA) - a national assessment The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner. For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating: The attainment of all modules for the Knowledge, Practical and Work Experience modules. |
| INTERNATIONAL COMPARABILITY |
| The Occupational Certificate: Body Therapist was compared with registered qualifications from Canada and New Zealand.
Canada: St. Clair College offers a two-year Diploma in Esthetician. Estheticians are an integral part of Spa Beauty, Wellness, Cosmetics, and Holistic practices, to name a few. This comprehensive qualification focuses on the learner gaining the knowledge and skill set, required to further a successful career in an industry of endless opportunities. Qualifying learners are proficient in facials, specialised skin care, body treatments, skin physiology and anatomy, nail enhancements, therapeutic pedicures, hair removal services, make-up artistry, spa business practices, and emerging trends in the industry, via practical and theoretical applications. This qualification resonates with students who are people-oriented and compassionate while being comfortable with providing personal services. Qualification delivery includes the following: Career Opportunities for the qualification are: Qualifying learners have the benefit of excellent employment prospects both locally and internationally, including cruise ships and resorts. Employment opportunities in a variety of venues, from spas, salons, health and wellness centres, make-up artistry, nail care centres, and retail beauty outlets, as well as working within Cosmetic practices. Entry requirements to the qualification are High school diploma/graduation certificate and transcript or O Level. Similarities The above qualification covers most of the content of the Occupational Certificate: Body Therapist: Differences The following differences are noted: New Zealand: Otago Polytechnic offers a one-year Certificate in Beauty Therapy at Level 4. It is a 120 credits qualification that covers human anatomy and physiology, facial treatments, make-up services, cosmetic enhancements (lash extensions and tannings), massage treatments, professional practice, nail services, waxing services and clinic. Entry requirements to the qualification are at least 18 years old by the end of the qualification, achieved a Secondary School Qualification equivalent to National Certificate of Educational Achievement), applicants over 20 years are welcome without minimum entry requirements. The qualification is delivered through a combination of practical and theoretical activities. At competition of the qualification learners qualify as Beauty Therapists, Cosmetic Representatives and Mobile Beauty Therapists. The qualification is made up of the following outcomes: Similarities The Occupational Certificate: Body Therapist has similar outcomes to those used in the New Zealand qualification. The following similarities are noted in the content: Differences The following differences are noted: Conclusion The Occupational Certificate: Body Therapist compares favourably with the qualifications compared with in terms of content and complexity. |
| ARTICULATION OPTIONS |
| This part qualification provides opportunities for the following articulation options.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation There are no diagonal articulation options. |
| NOTES |
| To qualify for an external assessment, learners must provide proof of completion of all required knowledge and practical modules by means of statements of results and a record of completed work experience.
Additional Legal or Physical Entry Requirements: None. Criteria for the accreditation of providers Accreditation requirements, against which Skills Development Providers (SDP) and Assessment Centres, will be accredited, is found in the Curriculum Document, as listed below: Encompassed Trade: This part qualification encompasses the following trades as recorded on the NLRD: None. Assessment Quality Partner (AQP) Services Sector Education and Training Authority (SSETA). PARENT QUALIFICATION RELATED PART-QUALIFICATIONS |
| 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 |
| 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. |