SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Speech-Language and Hearing Therapy

SAQA QUAL ID	QUALIFICATION TITLE
16587	Bachelor of Speech-Language and Hearing Therapy
ORIGINATOR
Stellenbosch 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	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 1141/23	2021-07-01	2024-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2025-06-30		2031-06-30

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

The purpose of the programme is:

To prepare students for a professional career as Speech-Language and Hearing Therapists who may register with the Health Professions Council of South Africa.

To provide a broad theoretical knowledge base for communication disorders that may be applied within clinical, academic and research contexts.

To train competent clinicians who will deliver relevant, high quality, direct and indirect speech language and hearing therapy service at all levels of care.

To establish the foundation for life long learning and provide the foundation for students who wish to proceed to postgraduate study.

To meet the demands of the South African Public for effective, appropriate and accessible services for the treatment of communication disorders.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Senior Certificate with Matriculation Exemption or equivalent admission qualification.

Additional requirements

Senior Certificate with Matriculation Exemption or an equivalent university admission qualification with specific requirements for Mathematics (compulsory subject) and Science or Biology (recommended subjects) as prescribed by the Department of Speech-Language and Hearing Therapy, Faculty of Medicine, university of Stellenbosch.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

1). GENERIC / CRITICAL CROSS FIELD OUTCOMES

The BSp-Lang Ther graduate will:

1. Demonstrate an ability to identify problems and resolve them in a manner consistent with creative and critical thinking

2. Organise and manage all aspects of professional life in an efficient and responsible manner

3. Participate effectively in team and group activities in a variety of contexts

4. Use appropriate technology to obtain, analyse and utilise information to enhance personal and professional activities

5. Communicate effectively in a variety of media in spoken and written modes, and practice the profession in at least two languages of one that may be Sign Language

6. Adopt a holistic and systems approach to client management, within the contexts of the family, the community and the environment

7. Accept differences of culture, language, ethnicity, gender, age and disability and treat all persons with dignity and respect

8. Explore options for continuing personal and professional development as a means of achieving the end of life long learning

2). GENERAL OUTCOMES

The BSp - Lang Ther graduate will have:

1. A sound grasp of the theoretical background to communication science and speech-language and hearing disorders

2. An introduction to the methods, procedures, materials and instrumentation available to analyse, assess and manage communication disorders

3. Demonstrated an ability to apply knowledge in the clinical context for the performance of key professional functions

4. Demonstrate an ability to read and interpret scientific literature, case studies, and research reports in the field of communication disorders

5. Demonstrated an ability to generate hypotheses about relationships between clinical variables and to test them in the clinical and research contexts

6. Demonstrated an ability to gather evidence to support or refute an argument for a particular communication disorders

7. Demonstrated an ability to present scientific reports (both written and verbal)

3). SPECIFIC OUTCOMES

The BSp - Lang Ther graduate will be competent to perform the professional functions of:

1. Prevention of speech, voice, language, fluency and hearing disorders.

2. Identification of speech, voice, language, fluency and hearing disorders

3. Assessment of speech, voice, language, fluency and hearing disorders

4. Treatment of speech, voice, language, fluency and hearing disorders

5. Counselling for speech, voice, language, fluency and hearing disorders

6. Consultation for speech, voice, language, fluency and hearing disorders

7. Research into speech, voice, language, fluency and hearing disorders

8. Providing educational opportunities is speech, voice, language, fluency and hearing disorders

9. Management of the work environment pertaining to speech, voice, language, fluency and hearing disorders

ASSOCIATED ASSESSMENT CRITERIA

1).
The evidence for the successful achievement of the desired generic outcomes for the degree of Bachelor in Speech-Language and Hearing Therapy is derived from a range of contexts and activities.

The following criteria and indicators are used:

1. Theoretical and clinical evaluations by internal and external examiners and clinical supervisors in a variety of contexts in the health and education sectors

2. Presentation at departmental meetings and on appropriate faculty and professional committees

3. Enrolment in appropriate continuing professional development activities

4. Peer review of suitable acativities

5. Quality assurance procedures for estimating client satisfaction with services rendered.

6. Participation in student affairs and public forums

7. Involvement in community based departmental and extra-mural activities.

2).
Outcomes will be assessed as follows:

1. Written tests, assignments and examinations

2. Clinical practicums, tutorials, clinical assessments, oral examinations

3. Theoretical and practical problem-solving assignments during tutorials and clinical practicums including client assessment, treatment and management

4. Analysis tasks and exercised that ate marked and assessed for the ability to understand and interpret learned research papers and other journal articles, case studies and reports

5. The design and implementation of interventions and the investigation of their efficacy and effectiveness

6. Assessment of the way in which knowledge of communication disorders has been acquired from major historical, well documented experiments and theories as well as from current research

7. Marked essays, practical and assignment reports, a written research report, oral presentations

3).
These functions will be measured against the following criteria for competence:

For (1)

1. Disseminating information

2. Participating in inter-sectional planning and trans-disciplinary teamwork

For (2)

1. Planning, initiating and conducting a needs analysis

2. Planning an identification programme

3. Implementing the above programme

4. Training assistants and volunteers

5. Monitoring and evaluating the programmes

For (3)

Selecting appropriate test protocols

Performing an oral peripheral examination

Applying the test protocol to determine the nature and degree of the disorder

Using instrumental technology when necessary to assess the nature and degree of the disorder

Interpreting the test results

Compiling an accurate report of the results

Making appropriate referrals

Consulting with relevant professionals

For (4)

Developing culturally appropriate rehabilitation programmes

Executing these programmes in an accountable manner

Compiling accurate reports of the therapy process and progress

Enhancing communication effectiveness

Evaluating the outcome of treatment

Selecting, fitting and monitoring the effective use of the recommended assistive device technologies

Developing and establishing effective alternative and augmentative communication strategies or methods

For (5)

1. Assessing the client's needs through observation, administration of questionnaires, rating scales and interviews

2. Planning a counselling programme by obtaining information and exploring options and identifying support networks

3. Providing individualised counselling

4. Monitoring compliance and progress

5. Collaborating with other related professionals

6. Integrating, counselling into prevention, identification, assessment and intervention programmes

For (6)

1. Providing information regarding client needs

2. Participating in inter-sectional and trans-disciplinary services

3. Providing information regarding communication and communication disorders

4. Advising other related professionals regarding optimisation of the communication environment

5. Providing information regarding professional functions

6. Providing second opinions

For (7)

1. Recognising local, regional and national research needs

2. Responding to the need for further investigation into a particular focus area

3. Critically evaluating pertinent literature

4. Selecting a suitable method of investigation into a research topic

5. Executing the research

6. Recording and analysis results

7. Publishing findings in suitable professional journals

For (8)

1. Planning, implementing and evaluating educational programmes for related professionals, clients and the lay public

2. Participating in continuing professional development activities

For (9)

1. Participating in preparation of the departmental budget

2. Managing equipment

3. Participating in supervision and support of personnel

4. Managing time effectively

5. Participating in office administration through the organisation of clinical and other record keeping system

6. Liasing with state, non-government, professional associations and other sectors in the provision of services

INTEGRATED ASSESSMENT

The research project constitutes the assessment of the student's use of literature, application of research principles and reporting of findings in a project.

The presentation of comprehensive case studies constitutes the student's application of the therapy process, clinical reasoning, communication, use of resources, practical skills and critical evaluation of the treatment executed.

The final assessment of the student's theoretical knowledge constitutes oral and written examinations.

ARTICULATION OPTIONS

This qualification serves as an entry point to the related qualification(s)

MSp - Lang Ther

Students who complete the qualification may proceed to the Master's degree level (subject to the admission requirements as laid down for entry to these courses)

Students who complete certain modules may transfer to another therapy training centre

Other articulation possibilities, either generic or specific:

Students who don't complete the second or third year fully, but who receive credits for the specific speech-language and hearing therapy components, may transfer to a certificate for registration as a speech-language and hearing therapy assistant or diploma for registration as a therapy assistant (community).

MODERATION OPTIONS

The university of Stellenbosch has a system of external peer review and evaluation of departments. One of the aspects of the system is an evaluation of the standards and assessment practices of the department.

Additional information:

The Professional Board for Speech, Language and Hearing of the Health Professions Council of South Africa has a system whereby inspectors are appointed to evaluate the academic and clinical training standards, assessment practices as well as the clinical training facilities of the department. All training centres are evaluated every four years.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The academic staff of the university of Stellenbosch will be used in a manner which fits into the quality assurance system of the university.

REREGISTRATION HISTORY

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

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Stellenbosch University