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: 

Advanced Diploma in Hearing Aid Acoustics 
SAQA QUAL ID QUALIFICATION TITLE
126197  Advanced Diploma in Hearing Aid Acoustics 
ORIGINATOR
Eduplex Training Institute 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 09 - Health Sciences and Social Services  Rehabilitative Health/Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0841/26  2026-07-09  2029-07-09 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-07-09   2033-07-09  

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 
The Advanced Diploma in Hearing Aid Acoustics qualification is designed to develop graduates with advanced theoretical knowledge and applied competencies in auditory science, hearing assessment, and hearing aid technology. The qualification also aims to prepare graduates to function effectively as hearing aid acoustics practitioners who can assess hearing function, interpret diagnostic results, and recommend, fit, and manage appropriate hearing amplification solutions within diverse practice contexts. The qualification further aims to cultivate key graduate attributes, including effective communication with hearing-impaired clients and their families, responsible use of emerging hearing technologies, self-directed learning, and reflective practice. Graduates will be prepared for lifelong learning, professional development, and potential articulation into postgraduate study within related fields.

Upon completion of the qualification, qualifying learners will be able to:
  • Conduct and interpret audiometric assessments; select, programme, and verify hearing aid devices based on individual client needs; and provide ongoing client-centred care, including counselling, rehabilitation support, and device maintenance.
  • Demonstrate the ability to integrate scientific principles of acoustics and auditory physiology with current technological developments in hearing healthcare, applying these in both routine and complex cases.
  • Operate ethically and professionally within the regulatory and interdisciplinary healthcare environment, collaborating with audiologists and other health professionals where appropriate.
  • Develop competencies in critical thinking, problem-solving, and evidence-informed decision-making, enabling them to respond to varied client profiles across different socio-economic and cultural contexts.

    Rationale:
    According to the World Health Organisation (WHO), one out of three adults over the age of 65 has a hearing loss. Hearing instruments can help people with hearing loss to hear. There is a worldwide need for educated professionals to do hearing tests and perform hearing instrument fittings. A recent WHO stakeholders' meeting in 2017 indicated a great need for a worldwide alliance to promote global action on hearing loss. Such actions include ear and hearing care, access to services and evidence-based solutions to these problems. In Sub-Saharan Africa and specifically countries like South Africa, the need for these actions is even more pronounced, as there is a scarcity of services being rendered to people with hearing loss. Therefore, by providing these programmes, ETI aims to provide more equitable service delivery according to international evidence-based practice to the South African population with hearing loss.This is a professional programme presented through distance teaching and constitutes two years of part-time study. The overall purpose of the qualification is to provide Africa with a cadre of specialists who are masters in the field of Hearing Aid Acoustics and who can serve the hearing-impaired community, rendering expert services.

    The need for this qualification is emphasised through our engagement with various international organizations like Sound Seekers, the Global Outreach Committee of the British Society of Audiology, CBM, the Ethio-American Hearing Project, Global Coalition for Hearing Health, the Department of Basic Education and Health in Botwana, University of Abuja (Nigeria) and the H.A.S.S. group. This qualification targets people working in the healthcare or education industries, as it is suitable for example for registered nurses, clinical medical officers, laboratory technicians/counsellors/assistants working with the hearing-impaired population. The learners will be exposed to various forms of technical and vocational training during this course. The aim of this Advanced Diploma is to increase the awareness and understanding of knowledge and skills, by focused exploration of specific topics, to extend knowledge and skills, building and evidence base, and allowing learners to learn strategies and tools to apply their new knowledge into practice.

    The completion of this qualification will allow learners to impact the lives of the hearing-impaired by applying their skills in making a positive impact on the quality of lives of these people. Furthermore, the qualification will reduce the burden on society as the hearing-impaired try to live as normal a life as possible, but they often require different kinds of treatment, specialised education and social services. In many cases hearing loss results in reduced work productivity. So, apart from consequences to the individual person, hearing loss also leads to costs to society. The very high costs associated hearing loss may speak for economic benefits of an early identification and an early aggressive intervention. If the hearing loss is identified earlier, it is possible to significantly improve individual's quality of life, and in this way reduce future costs for extra resources. Therefore, hearing screenings, diagnostic hearing testing and aggressive management of the hearing impairment could be extremely rewarding due to the reduced future societal costs. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The institution recognises that potential learners may have previous training or experience for which they feel they can receive credits. It recognises that it may receive applications from learners studying towards other qualifications who wish to change qualification or institution or who are working in the industry, accumulated appropriate unit-standard credits, and wish to study further.

    The prior learning or experience for which they wish to receive credit, however, has to be assessed and credited in a formal and credible way. RPL is an integral part of the assessment process. As assessment is central to the recognition of achievement, the quality of assessment is important in order to provide credible recognition. Credibility in assessment is maintained by assessment procedures and practices being governed by certain principles.

    An RPL advisor from within the appropriate academic department is appointed for every RPL candidate, who will have overall responsibility for advising and supporting the candidate in preparing, organising and presenting evidence during the RPL process. This entails the following:
  • establishing whether the candidate has a viable case for RPL,
  • if there is no viable case for RPL, suggesting alternative routes for accessing education and training,
  • explaining the RPL process to the candidate,
  • training the candidate on how to compile the Portfolio of Evidence,
  • evaluation of the Portfolio of Evidence to establish if it meets the requirements for RPL and suggesting remedial action, if necessary,
  • preparing the candidate for and providing guidance during the assessment process,
  • assisting the candidate in meeting any further study or evidence requirements highlighted by the assessment process,
    recording of the assessment findings and compilation of an RPL report on the candidate,
  • providing advice and guidance to the candidate in the event of unsuccessful RPL, including advice and information on opportunities for further study and/or career development,
  • assisting the candidate in integrating into the qualification for which they have gained access in the event of successful RPL.

    The RPL assessment panel assesses the Portfolio of Evidence against the required outcomes identified in the Checklist of Outcomes for the particular candidate. Assessment is carried out by an assessment panel from within the department rather than individual assessors because it is felt that this gives a broader perspective of the whole qualification on which to base assessment decisions. It is also felt that an assessment panel reduces the need for an RPL moderator because assessment is carried out by a number of people together which gives a balanced view of the whole process.

    The RPL assessment panel's role and responsibilities include the following:
  • consideration of the RPL application and the motivation made by the RPL advisor to determine if there is a viable case for RPL,
  • assessment of the RPL candidate's Portfolio of Evidence,
  • deciding as to the competence or not of the candidate based on the Portfolio of Evidence,
  • additional assessment of the RPL candidate's Portfolio of Evidence if necessary.

    All assessment is based on the evaluation of evidence. RPL candidates are expected to demonstrate prior learning in relation to the required outcomes of a qualification by means of evidence, which can be compiled from a variety of sources. The RPL assessment panel assesses the evidence provided in order to make an informed assessment decision.

    One aspect of recognition of prior learning is the transfer of academic credit. This is the acceptance of part of the content of a programme from another institution, and their assessment thereof, for which an RPL candidate has obtained credit, without need for further assessment. The transfer of academic credit is much more straightforward than assessing evidence of competence and is to be encouraged wherever possible. It is however important that equivalence and competence are evaluated very carefully before being accepted. This intuition compiles and continually updates a list of qualifications, parts of programmes and subjects that are acceptable for transfer of academic credit. This list is compiled and updated on a case-by-case basis after an RPL application.

    Entry requirements:
  • Advanced Certificate in Medical Rescue, NQF Level 6.
    Or
  • Diploma in Emergency Medical Care, NQF Level 6.
    Or
  • Cognate Qualification at NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory Level 7 modules, totalling 135 Credits.

    Compulsory Modules, 135 Credits:
  • Anatomy and Physiology of the Ear, 15 Credits.
  • Acoustics of Sound, 10 Credits.
  • The Audiometric test battery, 25 Credits.
  • Theoretical basis of hearing instruments and assistive listening devices, 20 Credits.
  • Ear mould and practical applications of hearing aids and assistive listening devices, 10 Credits.
  • Hearing Instrument fittings and verification, 20 Credits.
  • Hearing Instrument technical services and repairs, 10 Credits.
  • Patient care and administration, 10 Credits.
  • Work integrated learning (WIL), 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Integrate advanced knowledge of auditory anatomy, physiology, and acoustics to analyse hearing function and critically interpret the nature, causes, and impact of hearing loss across diverse client contexts.
    2. Conduct and interpret audiometric and related hearing assessments using appropriate procedures, technologies, and professional protocols in order to determine hearing profiles and inform evidence-based intervention decisions.
    3. Evaluate, select, fit, and verify hearing instruments and related assistive technologies, integrating audiological data, technological specifications, and individual client needs to optimise hearing outcomes.
    4. Design and implement client centred hearing care plans, including counselling, rehabilitation support, device management, and follow-up care, in a manner that is responsive to individual, cultural, and socio-economic contexts.
    5. Demonstrate ethical, professional, and reflective practice within the hearing healthcare environment, including effective communication, interdisciplinary collaboration, responsible practice management, and commitment to lifelong learning and ongoing professional development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse auditory system structure and function to explain normal and impaired hearing processes.
  • Interpret the relationship between acoustic principles and auditory perception in different listening environments.
  • Differentiate between types and causes of hearing loss using integrated theoretical knowledge.
  • Evaluate the functional and psychosocial impact of hearing loss on individuals across diverse contexts.
  • Apply integrated knowledge to explain hearing-related case scenarios and justify conclusions.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Select and apply appropriate audiometric assessment procedures in accordance with professional protocols.
  • Demonstrate the correct use of audiometric equipment and adherence to testing standards.
  • Interpret audiometric and related assessment results to determine hearing profiles.
  • Analyse the reliability and validity of test results and account for influencing factors.
  • Justify assessment findings to inform appropriate referral or intervention decisions.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Evaluate hearing instrument options using audiological data and technological specifications.
  • Justify the selection of appropriate hearing instruments and assistive devices based on client needs.
  • Apply appropriate procedures to fit and programme hearing instruments.
  • Conduct verification processes to assess device performance and alignment with prescribed targets.
  • Evaluate the effectiveness of hearing solutions and recommend adjustments where necessary.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Develop comprehensive hearing care plans based on assessment outcomes and client needs.
  • Apply counselling strategies to support client understanding, adjustment, and use of hearing technologies.
  • Implement follow-up and rehabilitation strategies to optimise long-term hearing outcomes.
  • Adapt communication and care approaches to accommodate diverse cultural and socio-economic contexts.
  • Evaluate the effectiveness of care plans and modify interventions accordingly.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply ethical principles and professional standards in hearing healthcare practice.
  • Communicate effectively with clients, families, and professionals using appropriate modes and strategies.
  • Collaborate with members of interdisciplinary teams to support integrated client care.
  • Apply principles of record keeping, practice management, and infection control in professional contexts.
  • Demonstrate reflective practice and identify opportunities for ongoing professional development.

    Integrated Assessment:
    Assessment is designed to evaluate learners' applied competence through an integrated approach that combines theoretical knowledge, practical skills, and professional judgement. In line with the principles of the South African Qualifications Authority, integrated assessment ensures that learners are able to demonstrate achievement of the Exit Level Outcomes in a coherent and practice-oriented manner.

    Learning, teaching, and assessment are closely aligned and mutually reinforcing. Assessment practices are guided by the principles of validity, reliability, fairness, transparency, and authenticity, ensuring that no learner is disadvantaged and that assessment tasks are appropriate to the level and purpose of the qualification.

    An integrated approach to assessment is applied throughout the programme, whereby knowledge, skills, attitudes, and values are assessed in combination rather than in isolation. Assessment activities are designed to reflect real-world hearing healthcare contexts and progressively develop learners' competence across the full patient journey, from assessment and diagnosis to intervention and follow-up care.

    Formative Assessment:
    Formative assessment is conducted on a continuous basis to support learning and provide develop-mental feedback. Learners are required to complete formative tasks in order to gain admission to summative assessments.

    Examples of formative assessment activities include:
  • Online quizzes and short tests assessing foundational knowledge and conceptual understanding,
  • Written assignments and case-based tasks requiring analysis and interpretation of hearing related scenarios,
  • Practical workbooks and simulation-based exercises demonstrating procedural and technical skills,
  • Role-plays and simulated client interactions to develop communication and counselling competencies,
  • Self-assessment and reflective activities to support critical reflection and professional growth.

    These activities are designed to scaffold learning and prepare learners for integrated summative assessment.

    Summative Assessment:
    Summative assessment evaluates learners' achievement of the Exit Level Outcomes at the end of a module or learning cycle. Both theoretical understanding and applied competence are assessed, and learners are required to achieve competence in all summative components in order to pass a module.

    Examples of summative assessment activities include:
  • Written examinations assessing integrated theoretical knowledge and problem-solving ability.
  • Practical examinations evaluating clinical and technical competencies, including hearing assessment procedures and hearing instrument fitting.
  • Case study analyses requiring interpretation of audiological data and justification of intervention strategies.
  • Simulated clinical assessments replicating real-world hearing healthcare scenarios.
  • Workplace-based or Work-Integrated Learning (WIL) assessments, where applicable, evaluating performance in authentic or supervised practice contexts.

    Where direct workplace assessment is not feasible, simulations, case studies, and role-play activities are used to ensure that assessment remains contextually relevant and practice oriented.

    Work-Integrated Learning (WIL):
    Work-Integrated Learning forms an integral component of the qualification and provides learners with opportunities to apply knowledge and skills in real or simulated practice environments. WIL is assessed through structured workplace-based tasks, supervisor evaluations, and reflective activities that demonstrate the integration of theory and practice.

    Assessment Structure and Weighting:
    Assessment within modules typically includes a combination of formative and summative components.
    As a guideline, the final module mark is derived as follows:
  • Written quizzes and assignments: 25%,
  • Written examinations: 60%,
  • Work-Integrated Learning (WIL): 15%.

    In addition, practical examinations are conducted to assess applied clinical and technical competence. Final module outcomes reflect an appropriate balance between theoretical and practical assessment components. Learners are required to achieve a minimum of 50% in each summative assessment component in order to pass a module. Admission to summative assessment is dependent on successful completion of required formative assessments.

    Assessment Approach and Standards:
    Assessment is criterion-referenced, meaning that learner performance is evaluated against clearly defined criteria aligned to the Exit Level Outcomes and Associated Assessment Criteria. This en-sures consistency, transparency, and alignment with the purpose of the qualification.
    Achievement levels are typically interpreted as follows:
  • 50%: Pass,
  • 60%: Merit,
  • 75%: Distinction,
  • 85%: Mark of Excellence. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualifications selected for comparison, reflect the closest available international benchmarks in terms of disciplinary focus and professional outcomes, while also highlighting the distinct positioning of the Advanced Diploma in Hearing Aid Acoustics at a higher level of cognitive complexity and integration.

    Country: Canada.
    Institution name: MacEwan University.
    Qualification title: Diploma in Hearing Aid Practitioner (HAPR).
    Credits: 60.
    Entry requirements:
  • A minimum overall average of 65%, with no course grade below 50%.

    Purpose/Rationale:
    The program is a 60-credit, distance-delivery diploma with 19 courses required for graduation. Full-time students complete the programme in two years, while part-time students may take up to seven years to complete programme requirements.

    Exit-Level Competencies:
    Graduates will be able to:
  • Apply knowledge of auditory anatomy, physiology, acoustics, and psychoacoustics.
  • Conduct and interpret hearing assessments (including audiometry, speech testing, and tympanometry).
  • Identify and classify hearing disorders and relate them to test results.
  • Select, programme, and verify hearing instruments based on individual client needs.
  • Perform ear impressions and manage coupling devices.
  • Provide counselling and aural rehabilitation support to clients.
  • Manage hearing aid dispensing practices, including business and client relations.
  • Demonstrate professional, ethical, and regulatory compliance in practice.
  • Apply integrated competencies in real-world settings through supervised field placement.
    Content / Modules (Structured Overview.

    Similarities:
  • The South African (SA) qualification demonstrates comparability with the HPR qualification, both qualifications prepare graduates for roles in hearing healthcare, including hearing assessment, hearing instrument selection and fitting, counselling, and patient-centred care.
  • The curriculum structures show alignment across key domains, including auditory science, audiometric testing, hearing instrument technology, aural rehabilitation, and professional practice.

    Differences:
  • The SA qualification reflects greater cognitive complexity and autonomy consistent with its NQF Level 7 positioning.
  • Furthermore, the SA qualification provides clearer pathways for articulation into post-graduate study, whereas the Hearing Aid Practitioner qualification is more directly aligned to professional practice and licensing.

    Country: United Kingdom.
    Institution name: De Montfort University Leicester (DMUL).
    Qualification title: Hearing Aid Dispenser Apprenticeship.
    Duration: 18.5 months.
    Level: 5.

    Entry Requirements:
  • Minimum 32 UCAS points, including at least one science A-level (or equivalent).
    Or
  • GCSE Mathematics and English at Grade C/4 (or equivalent).

    Purpose/Rationale:
    This apprenticeship incorporates the foundation degree (FdSc) in Hearing Aid Audiology and so you can be awarded a science degree upon successful completion a as develop the clinical skills for this rewarding role. Please visit the course page for the conceptual framing and theoretical engagement.

    The modules are delivered through blended learning, combining online modules with practical application in clinical placements and face-to-face lectures.
    The integrated apprenticeship combines on-programme academic and workplace learning and assessment.

    Similarities:
  • Both qualifications are professionally focused aimed at preparing learners for practice within the hearing healthcare field.
  • Both qualifications also place strong emphasis on practical and clinical competency development.
  • The two qualifications combine theoretical learning with practical application.

    Differences:
  • The South African qualification is positioned at NQF Level 7, which reflects advanced specialised knowledge and higher cognitive complexity, whereas the DMUL qualification is at level 5.
  • The UK qualification is positioned at Level 5, which is more vocationally oriented and equivalent to a foundation degree level. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Advanced Diploma in Health Services Management and Leadership, NQF Level 7.
  • Possible horizontal articulation options between Sub-Frameworks for this qualification reached the registration end date in December 2025.

    Vertical Articulation:
  • Bachelor of Arts in Speech-Language Pathology, NQF Level 8.
  • Bachelor of Science in Audiology, NQF Level 8.

    Diagonal Articulation:
    There are currently no suitable programmes registered on the OQSF. 
    		•

    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. Eduplex Training Institute 


    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.