SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Diploma in Craniofacial Orthodontics

SAQA QUAL ID	QUALIFICATION TITLE
123449	Postgraduate Diploma in Craniofacial Orthodontics
ORIGINATOR
University of Pretoria
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 09 - Health Sciences and Social Services		Curative Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0729/25	2025-02-04	2028-02-04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-02-04		2032-02-04

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 primary purpose of the Postgraduate Diploma in Craniofacial Orthodontics is to enable working orthodontists professionals to undertake advanced reflection and development through a systematic survey of current thinking, practice, and research in the field of craniofacial anomalies. The qualification will provide learners with the specialised knowledge and skills required to manage Craniofacial Anomalies and Special Care (CFA&SC) patients. Graduates will be equipped to diagnose and treat craniofacial anomalies that affect the face and stomatognathic system and require special care due to physical, mental and/or psychological conditions. The qualification will deepen learners' knowledge in the diagnosis of growth and development, interdisciplinary treatment planning, and clinical execution of orthodontic and dentofacial orthopaedic services to patients who have congenital and acquired craniofacial abnormalities. This qualification demands a high level of theoretical engagement and intellectual independence and the ability to relate knowledge to a range of contexts to undertake professional care for craniofacial anomalies patients.

Rationale:
The qualification was developed to address a need for training of craniofacial orthodontics specialists. Many orthodontists avoid treating patients with craniofacial anomalies because they feel unsure of the requirements and specific concerns, as most have limited experience in this field during their postgraduate studies. Furthermore, there is a need to establish an online cleft palate teaching qualification for orthodontic residents and practising orthodontists, both locally and internationally. According to the South African Orthodontists survey, 91.3% of the specialists expressed a desire to have a dedicated qualification that would provide education in the craniofacial orthodontics field. The qualification intends to address the needs for sub-specialists in Cleft lip/Palate (CLP) management and craniofacial anomalies and thereby strengthens the institution's need to increase diversity and responsiveness in its offerings. This qualification responds to the continuing need of professionals in CLP/CA management and education.

The qualification is structured such that a sub-speciality will provide specialists with specific knowledge and skills needed to treat the various conditions, as well as encourage them to become part of a community of orthodontists who will contribute to the academic education, research and publication in this field. The patients concerned have a variety of craniofacial anomalies that affect primarily the face and stomatognathic system and require special care due to their physical and/or psychological conditions.

Due to the rarity of many of these conditions, it may not be feasible for specialists to be exposed to the full gamut of patients in a conventional attendance diploma. The fully online qualification will allow them to be exposed to patient information sourced from all over the world, from both current and archive material. This will help fill the gap in craniofacial orthodontics education and meet the demands of this field in that the current Postgraduate Diploma in Orthodontics cannot do. This qualification was thus developed by changing the face-to-face structure of the modules and adapting their content and facilitation into a fully online learning environment.

In terms of international visibility, this qualification is in line with the 2025 institution's vision as this mode of delivery will open the borders of the country for international learners. The fully online qualification will have a positive impact on the institution's international rankings, thus growing the institution's footprint and improving the brand beyond the borders of South Africa. It will also allow international learners and those far from universities to now take part in the qualification and thereby obtain a qualification. Apart from not having to attend lectures on campus, an added benefit of Online study is that learners can opt to pay for one module at a time and remain employed in full-time practice while at the same time conducting their education online anywhere in the world.

From the institution's resource and staff perspective, the fully online qualification will not have additional implications on the use of venues, and extra staff that need to be appointed because the learners will do all their training online and their clinical training at their own practice. Lecturers will not be burdened with additional work and time demands that would otherwise have added to their already demanding teaching, research, clinical and departmental responsibilities. Once fully online operational there will be very little extra time needed for the lecturers other than to be willing and available to answer queries, mark assignments, and respond to learners' emails. They will, however, need to be willing to assist in all these activities for approximately two hours per week in the online environment during a specific eight-week module. They will thus still be able to continue with their academic pursuits, conduct their own research, and supervise learners as per their job requirements. The online qualification has been developed in such a way as to emphasise the self-directed nature of online learning and promote a culture of life-long learning in the clinicians who embark on it. This qualification is not currently offered anywhere else in the world and the online format will be a first for both the university and the international orthodontic community.

This online qualification was developed according to the Higher Education Qualifications Sub-Framework, (HEQSF, 2013), with modules designed for fully online distance modality. It is in line with the latest developments in the field of craniofacial orthodontics and aligned with the guidelines provided by the Health Professional Council of South Africa (HPCSA).

The qualification is developed through a partnership with the School of Dentistry. Department of Orthodontics and the Unit of Comprehensive Online Education Services' learning designers. The qualification was adapted from the existing contact qualification modules to suit the carousel model of 10 x 8-week theory modules. The qualification allows both national and international learners to start 6 times per year which has implications for module design and implementation.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution may, on the grounds of its policy on RPL, and subject to Senate-approved oversight mechanisms, admit a learner who does not comply with the formal minimum admission requirements for a specific qualification if the learner is able to prove that he or she has through other means reached an equivalent educational status. Status of this nature is usually qualification-specific and may have conditions attached. The qualification equivalent to allow admission to the qualification will be considered based on the learning outcomes, content and module credits.

RPL for access:
The institution's Policy for Recognition of Prior Learning Procedures (RPL) to admit prospective learners who do not meet the formal or statutory requirements for entrance, but who demonstrate that they possess the appropriate knowledge and skills required for admission to a specific programme. However, because of the specialist nature of the qualification, RPL will not be applicable for this qualification as all learners will need to have the minimum qualification experience in craniofacial orthodontics.

Learners registering for the qualification must be at least registered Dentists before they can register for the qualification. They also need a relevant postgraduate qualification in Orthodontics such as the Postgraduate Diploma in Orthodontics and be registered with the HPCSA of the respective countries. Therefore, no recognition of experience will be considered without the above-mentioned qualifications and conditions.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Dental Therapy, NQF Level 7.
Or

Bachelor of Dental Science, NQF Level 8.
Or

Bachelor of Dental Surgery, NQF Level 8.
And

Registration as Orthodontists with the Professional Board for Occupational Therapy Medical, Orthotics and Prosthetics and Arts Therapy. of the Health Professions Council of South Africa.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Level 8 totalling 120 Credits.

Compulsory modules, Level 8, 120 Credits:

Craniofacial anomalies development and aetiology, 10 Credits.

Craniofacial anomalies classification and epidemiology, 10 Credits.

Interdisciplinary craniofacial team care, 10 Credits.

Speech and psychology aspects, 10 Credits.

Role of orthodontist in craniofacial team, 15 Credits.

Evaluation and treatment planning (WIL1), 12 Credits.

Orthodontic management of clefts and craniofacial patients, 15 Credits.

Cleft surgeries, 10 Credits.

Clinical treatment (WIL2), 13 Credits.

Evaluation of scientific literature, 15 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate specialist knowledge of Common Syndromes and anomalies associated with Oro-facial cleft, deviations from average growth and growth caused by the anomalies, different morphological classifications of cleft lip and/or palate types, and their importance for standardisation of the assessment of the variations.
2. Formulate and develop the professional and ethical skills needed to manage craniofacial anomalies patients and for interdisciplinary teams to deliver and manage comprehensive treatment and reduce the burden of care to children/families with cleft and craniofacial anomalies.
3. Evaluate the role of a speech therapist in the treatment and management of craniofacial patients from infancy to adulthood.
4. Demonstrate how the nature, prevalence and variation in psychosocial issues across the development phases can be addressed.
5. Implement record-keeping and develop coordination skills to standardise and collect the records from craniofacial treatment outcome studies.
6. Develop strategies and skills to evaluate, treat and manage orofacial cleft and craniofacial patients.
7. Demonstrate the ability to develop surgical treatment options and address the effects of the treatment on speech and craniofacial development.
8. Critically review publications and write a structured peer review report to learn how to interpret current research in the field of craniofacial anomalies and apply it in practice.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Identify and analyse the fundamental concepts of human development and growth to determine the impact of these disciplines on craniofacial anomalies.

Apply specialist knowledge of Common Syndromes and anomalies associated with the Oro-facial cleft to recognise and classify the problems of the craniofacial anomalies.

Apply the skills necessary for competent physical examination and procedures to classify the morphological type of Cleft lip/palate anomalies.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply standard ethical skills and procedures necessary to coordinate the treatment of medically complex cleft and craniofacial patients.

Develop an awareness of cultural differences that might impact care coordination and incorporate it in treating medically complex cleft and craniofacial patients.

Recognise the knowledge of other disciplines involved and apply it in the interdisciplinary care of craniofacial anomalies.

Associated Assessment Criteria for Exit Level Outcome 3:

Recognise the morphological and functional anatomical dental/craniofacial skeletal relationships that affect speech.

Diagnose malocclusions and dental anomalies that affect speech.

Compile a treatment plan from the speech perspective, for craniofacial patients from the speech perspective.

Associated Assessment Criteria for Exit Level Outcome 4:

Select and apply standard methods and procedures to reduce the prevalence of craniofacial anomalies while planning the management of craniofacial anomalies in patients.

Interpret the psychosocial issues across developmental phases and specify how the orthodontist can address these issues in practice.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply principles for record-keeping of patients with Clefts of the Lip and Palate.

Discuss the needs of the multi-centre treatment outcome studies when keeping comprehensive records.

Design presentations for parent support groups to help them cope with infants with a cleft or craniofacial anomaly.

Collect and maintain data on patient cases in an ongoing and systematic manner.

Document and maintain appropriate assessment records for pre-surgical orthopaedics for infants born with cleft lip and palate.

Associated Assessment Criteria for Exit Level Outcome 6:

Evaluate assessment records of pre-surgical orthopaedics of infants born with cleft lip and palate.

Orthodontically manage patients with cleft or craniofacial anomalies in different life stages.

Create a surgical and orthodontic treatment strategy to treat and manage pre- and post-surgical orthodontic patients with orofacial cleft and craniofacial anomalies.

Associated Assessment Criteria for Exit Level Outcome 7:

Explore the challenges of the CLP/CA presurgical orthodontic treatment decompensation.

Assess and determine the orthodontic treatment decompensation strategies and finishing, including prosthetic considerations.

Prescribe a surgical treatment plan to address the effect of the treatment on speech.

Associated Assessment Criteria for Exit Level Outcome 8:

Analyse and evaluate publications or case reports in the field of craniofacial anomalies and special care.

Demonstrate the knowledge and skills necessary to compile a peer-review report

INTEGRATED ASSESSMENT
Assessment is seen as central to the teaching and learning process. All assessment activities adhere to the institution's Assessment Policy and guidelines of being fair, reliable, valid, authentic and transparent. The institution is accountable for the credibility of its qualifications and therefore responsible for collecting evidence of learners' achievement of learning outcomes at all levels of its qualifications, and particularly the exit level, according to standards set by the institution and other relevant stakeholders. Assessment is therefore integrated into the curriculum design process of the learning programme and its component modules at a high level and matched to learning outcomes. Constructive alignment is maintained between outcomes, learning activities, and the methods of and criteria for assessment.

All assessment tasks in this qualification have been aligned to the NQF level 8 level descriptors and the purpose of the qualification is to ensure that integrated assessment takes place. Learners will be given weekly activities to complete, be it discussion forum participation, journal reflections, quizzes or the submission of assignments. Learners will also have access to real-life scenario cases of x-rays and case information to use in assignments and projects. These cases will be from specialists in the field of orthodontics, learner's workplace or case studies from literature.

Both formative and summative assessments will be used as part of the continuous assessment model implemented in this online qualification. All formative assessments will be viewed as formal assessments which means an assessment for which assessment processes, tools and results are recorded towards achievement of a qualification. Thus, all assessment opportunities, whether formative or summative, will contribute to the learner's final grade. To ensure transparency of assessment practices, learners will have access to rubrics from the start of a module, which contain the assessment criteria and expectations required for assignments.

Continuous assessment will be implemented to allow for multiple assessment opportunities, frequent feedback and a range of assessment tasks such as discussion forums, quizzes, journal entries, tests, assignments and project reports. Individual and group tasks which may be self-assessed, peer-assessed, facilitator-assessed or assessed through automation, will be used throughout the programme to develop an array of 21st century skills among learners and to provide learners with different forms of feedback. Smaller participatory work will be given a lower weighting while larger assignment work and tests will be given a higher weighting. No individual assessment opportunity will tribute more than 30% of the final mark. The final module mark will be a culmination of a minimum of seven assessment opportunities per module (e.g., 5 formative and 2 summative).

This continuous assessment strategy ensures that learners stay up to date with their WIL module and creates a sense of a learning community, despite learners studying online. Assessment of the skills shall take place in the form of a clinical case scenario. Learners will be assessed on their problem-solving decisions and rulings, and how they clarify treatment controversies where necessary. Automatic feedback will be given in the case of quizzes, while lecturer/tutors will mark the discussion, reflections and assignments and provide feedback at the end of each week.

The module mark will be based on a weighted combination of grades obtained through the following:

Evaluation of scenario cases and or cases presented by the learners.

Extraction of the problem list.

Presenting treatment options to patients with cleft lip and palate.

INTERNATIONAL COMPARABILITY

A variety of Postgraduate diplomas in the subject field of dentistry are offered both internationally and nationally and both face-to-face and online.

Country: United Kingdom
Institution: University of Edinburgh
Qualification Title: Postgraduate Diploma in Restorative Dentistry, Online
NQF Level: Scottish Credit and Qualifications Framework (SCQF) Level 11
Duration: 2 years part-time
Entry Requirements:

A primary dental qualification such as a Bachelor of Dental Surgery, or its international equivalent, plus a minimum of one year's post-qualification experience in general dental practice or equivalent.

Purpose:
This part-time, online modular qualification provides masters-level education for dentists, with a particular emphasis on restorative dentistry. The structure of the qualification is designed to meet the needs of dental practitioners from all over the world. The qualification develops learners' ability to take an evidence-based approach to clinical practice and to assess and provide quality restorative dentistry.

On graduating, learners will be able:

To develop an evidence-informed approach to clinical practice

To develop as critically reflective practitioners, able to self-evaluate their clinical and academic practice

To develop practical clinical skills to enable the provision of exemplary restorative dentistry within a primary dental care setting

To develop academic practice in skills such as:

Scientific and academic writing.

Case reports.

Peer learning.

Systematic literature reviews.

To enable continued professional development and collegiate learning through peer review and discussion

Qualification structure:
Each course will run over a period of five or ten weeks depending on the credits.
Participation in online discussions and completion of timed tasks is a compulsory part of the process. A virtual learning environment (VLE) supports the qualification, and all the educational material is available online. Year 1 (Certificate) and Year 2 (Diploma)

Modules include:

Introduction to Clinical Evidence comparable to Clinical Treatment (WIL2).

Introduction to Dental Clinical Photography.

Oral Health Assessment and Diagnosis.

Assessment and Management of Occlusion.

Treatment Planning.

Prevention and Management of Dental Caries.

Endodontics.

Periodontal Management.

Advanced Restorative Dentistry Part 1.

Advanced Restorative Dentistry Part 2.

Assessments are submitted at the end of each semester and include:

Assessed coursework and participation.

Written assignments.

Case-based projects.

Similarities:

The University of Edinburgh (UE) and the South African (SA) qualifications are designed to meet the needs of dental practitioners from all over the world.

Both qualifications are using an online mode of delivery.

The UE and SA qualifications articulate vertically to a Master's degree in a cognate field.

The UE qualification is offered over two years of part-time study equivalent to one year of full-time study in the SA qualification.

Differences:

The UE qualification is registered at Level 11 on the SQF while the SA qualification is registered at Level 8 on the SA NQF.

The UE qualification requires applicants who completed the Bachelor of Dental Surgery and a minimum of one year's post-qualification experience in general dental practice or equivalent whereas the SA qualification requires learners who completed Master of Dentistry in Orthodontics, completed their residency and be registered as Orthodontists with the Health Professionals Council or equivalent NQF Level 9 qualification with evidence of residency training completion.

The focus of the SA qualification is on the Craniofacial Orthodontics speciality with modules different from the UE modules which focus on Restorative Dentistry.

The UE qualification does not include a module about craniofacial orthodontics. Although the speciality field of craniofacial orthodontics is offered internationally, the SA qualification is unique because the two parts of theoretical and practical content are structured in a unique, fully online way and address both aspects in various theoretical and practical contexts.

Country: Malaysia
Institution: IMU University (previously known as International Medical University)
Qualification Title: Postgraduate Diploma in Endodontics / Implant Dentistry / Prosthodontics
Credits: 30 credit hours
Duration 1-year full time
Entry Requirements:
Applicants are required to:

Bachelor of Dental Surgery or equivalent qualification.

Registered under Division 1 of the Malaysian Dental.

Registered with the dental regulatory body in another country and eligible to be granted a Temporary Practicing Certificate (TPC)

Eligible to apply for an APC or TPC (whichever is applicable) that is specific to the IMU > Oral Health Centre (OHC) and eligible to attend clinical sessions in the Centre during the study period of the program A minimum of one (1) year clinical practice after basic degree

Able to demonstrate an interest in Endodontics with appropriate baseline knowledge and skills in general dentistry

Health requirements as required by IMU

The Postgraduate Diploma in Endodontics provides training in Endodontics specially designed for general dental practitioners. The qualification aims to train the candidates to be competent in the understanding of pulpal and periapical pathophysiology, selection of appropriate dental materials/instruments, fundamental rationale of clinical techniques and managing failed Endodontic cases of moderate difficulty. It is designed for full-time as well as part-time learners to offer their respective flexible options. With this flexibility, the learners can balance between maintaining their dental practice, pursuing their postgraduate training and learning at their own pace.

The curriculum is designed to enhance their knowledge and competencies in providing evidence-based Endodontic treatment of cases with different levels of difficulties.
This qualification includes six modules sequenced based on the nature of Endodontic cases and taught by eminent and experienced full-time and adjunct faculty including clinicians cum academicians. Learners can enjoy full access to IMU's Oral Health Centre and library facilities. There will be one-to-one supervision for their cases at IMU's Clinic or in the learner's own clinic.

Learners will also be allowed to perform Endodontic treatment and will be allowed to utilise IMU's facilities including a Dental operating microscope and Cone-beam computed tomography (CBCT), if needed. Each learner is required to complete 25 clinical cases. The qualification has collaboration with world-renowned companies sponsoring their equipment and materials.

Modules:

Fundamental Science in Endodontics.

Endodontic Management of Single-Rooted Teeth.

Endodontic Management of Multiple-Rooted Teeth of Moderate Difficulty.

Rotary Endodontics.

Management of Endodontic Cases Requiring a Multidisciplinary Approach.

Management of Failed Endodontic Cases in Single-Rooted Teeth and Endodontic Mishaps.

Similarities:

The IMU University (IMU's) and the South African (SA) qualifications are offered over one-year full-time study.

The IMU and the SA qualifications require applicants who completed a Bachelor of Dental Surgery or equivalent qualification are Registered with the dental regulatory body and are registered as Orthodontists with the Health Professionals Council/Division 1 of the Malaysian Dental.

Both qualifications are designed for registered dental practitioners.

Differences:

The IMU qualification has 30 credits while the SA qualification has 120 credits.

The IMU qualification includes six modules sequenced based on the nature of Endodontic cases whereas the SA qualification consists of ten modules based on Craniofacial Orthodontics cases.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Postgraduate Diploma in Dentistry, NQF Level 8.

Bachelor of Health Science in Dental Technology, NQF Level 8.

Bachelor of Science Honours in Dentistry, NQF Level 8.

Bachelor of Science Honours in Dental Sciences, NQF Level 8.

Vertical Articulation:

Master of Science in Dentistry, NQF Level 9.

Master of Dental Surgery in Orthodontics, NQF Level 9.

Master of Science in Restorative Dentistry, NQF Level 9.

Master of Dentistry in Prosthodontics, NQF Level 9.

Master of Dentistry in Periodontology and Oral Medicine, NQF Level 9.

Diagonal Articulation
There is no diagonal articulation for this qualification.

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.

1.	University of Pretoria