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 THAT HAS PASSED THE END DATE: 

Bachelor of Science: Logopaedics 
SAQA QUAL ID QUALIFICATION TITLE
21450  Bachelor of Science: Logopaedics 
ORIGINATOR
University of Cape Town 
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  600  Level 7  Level N/A: Pre-2009 was L7  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2024-12-31  

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 
This course aims to provide the graduate with a wide range of specialised knowledge and skills which allow the individual, either independently or in teams to assess, manage and research the full range of speech, language and hearing disorders. The qualification is registerable with the HPCSA and enables the individual to be self employed or employed in the fields of health and education including higher education, research centres and in specialised units in the state or private sector.

The graduate is able to plan, resource and mange all aspects of the speech-language therapy process as well as hearing assessment and rehabilitation with individual clients groups of clients, families, communities and professionals in an acceptable manner. This process involves the prevention, identification, evaluation, treatment, counselling, consultation, research, education, management and the promotion of awareness of speech, language and hearing disorders using a critical problem solving approach with an orientation to life long learning.

The graduate is able to selectively use a range of standard, non-standard and specialised equipment, procedures and programmes in the clinical and research speech-language therapy and audiology contexts. The graduate is able to work with diverse, multilingual, multicultural populations at the primary, secondary and tertiary health care level. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The learner entering the degree programme will have the following learning and skills.

a). A minimum of a NQF level-4 qualification with university exemption. The qualification should include:
  • A pass (E) in Mathematics at higher grade or 50% at standard grade.
  • A pass at higher grade or 50% or more in one of the following:
  • Physical Science
  • Biology
  • Physiology
    b). Competency in written and oral English
    c). The ability to study independently, interpret and integrate information relating well to others, problem solving and behaving in a socially responsible manner


    Senior Certificate with Matriculation Exemption or equivalent university admission qualification 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    EXIT LEVEL OUTCOMES 
    a). Critical cross-field outcomes (generic to all teaching and learning)

    1. Demonstrate a holistic problem solving approach to all learning and tasks relating to the management of Speech-Language and hearing disorders in a manner that acts as a springboard to lifelong learning

    2. Communicate effectively using all forms of oral and written communication including information technology

    b). General outcomes (contextually demonstrated general knowledge, skills and values of the programme)

    c). Specific outcomes, including professional outcomes, contextually demonstrated

    1. Demonstrate the required levels of competency to independently select and apply a wide range of screening and specialised speech, language and audiological assessment approaches and material and to record and interpret the findings

    2. On the basis of assessments plan and execute, together with clients family, community and other professionals, appropriate prevention, promotion and intervention programmes in speech, language and hearing skills for individuals, groups and communities

    3. Plan and provide individual and group counselling regarding Speech, language and hearing disorders and their effects, as well as monitoring clients' compliance and progress

    4. Critically and continuously monitor the effectiveness of own and other interventions against expected outcomes in order to modify, continue or terminate interventions

    5. Impart specific professional knowledge to stakeholders and plan and implement education programmes about the profession for individuals, groups, caregivers, organisations and public in general

    6. 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

    7. Act professionally, empathetically and ethnically in all professional interactions

    8. Demonstrate the ability to independently manage all aspects of practice in the public or private sector in a manner based on outcomes measurement and continuous quality management

    9. Demonstrate the ability to use a range of specialised equipment, procedures and programmes in providing relevant services

    10. Demonstrate the ability to develop and implement management programmes that are culturally and linguistically appropriate and to empower individuals and communities

    11. Demonstrate the ability to work effectively with others as a member of a team, group, organisation or community and to make appropriate referrals for those needing them 

    ASSOCIATED ASSESSMENT CRITERIA 
    a). Be able to:

    1. Critically and independently evaluate, utilise and integrate material from written, oral and electronic sources.

    2. Apply academic and theoretical information to practical situations.

    2. Keep accurate records of professional activities.
  • Write clear professional reports, referrals and correspondence.
  • Contribute to policy statements.
  • Contribute, both orally and in written form, on professional matters.
  • Effectively use electronic and visual media and information technology.

    c).Be able to:

    1. Independently select and accurately use, interpret and record both formal and informal screening and assessment tools.

    2. Adapt assessment tools to specific situations.

    3. In the absence of assessment instruments is able to formulate adequate assessment instruments

    4. Analyse and integrate assessment findings.

    Be able to
    1. Collect, organise, analyse and critically evaluate findings

    2. Accurately integrate relevant information into an appropriate and logical diagnosis

    3. Use the diagnosis, relevant theoretical knowledge, therapeutic practise and consultation with other professionals, clients and caregivers to select appropriate goals, principles and methods for intervention

    4. Show awareness of and sensitivity to individual, cultural and social aspects

    5. Plan, implement and evaluate efficacy management programmes.

    6. Show the ability to modify such programmes in response to continuous monitoring.

    7. Identify the need for participation of individual groups, communities or organisations in the management and empowers them through education.

    8. Identify need for assistive devices and select them appropriately.

    3. Assess client's counselling needs.

    1. Plan counselling programmes by acquiring necessary information and evaluating alternative options for treatment.

    2. Provide individual and group counselling to clients and client support systems

    3. Monitors compliance and progress through interviews and measurement.

    4. Collaborate with other professionals and refer when necessary.


    4. Critically and continuously monitor own intervention and management by testing progress against expected outcomes

    1. Critically and continuously monitor other professional staff

    2. Participate in own and organisation's quality appraisal.

    3. Monitor departmental and available referral sources.


    5. Educate clients, communities and public about skills and practices that enhance the development of speech and language in particular and communication in general.

    1. Educate public about philosophy and scope of practice of audiologists.

    2. Educate other professionals about the importance of speech language therapy.

    3. Disseminate professional knowledge at conferences, meetings, work shops and in professional journals.

    4. Engage in continuing professional development.


    6. Appropriately formulate and write research proposals for funding.

    1. Select, plan and implement appropriate research designs.

    2. Select and use appropriate qualitative and quantitative data gathering methods

    3. Critically analyse and interpret data.

    4. Applies research knowledge judiciously.


    7. Be able to practise within professional scope.

    1. Have thorough knowledge of and comply with existing relevant legislation and codes of professional ethics.

    2. Understand and respects clients' rights and community values.

    3. Show respect for and sensitivity to various cultural, ethical, religious and individual values.


    8. Define appropriate outcomes and means of measuring outcomes.

    1. Deal effectively with administrative tasks and time management.

    2. Keep accurate records.

    3. Manage allocated budget.

    4. Plan and manage functions.

    5. Plan and implement quality management programmes.

    9. Demonstrate familiarity with common formal and informal speech and language assessment tools and therapy programmes as well as informal and formal audiological assessment tools and their calibration references.

    Demonstrates ability to use and maintain equipment utilised in Speech-language
    Therapy and in audiological assessment, amplification devices and hearing conservation programmes.

    10. Have the ability to perform a needs analysis and to determine appropriate interventions.

    Demonstrates insight and knowledge into the linguistic and cultural complexities of the South African population.

    Be able to function effectively at different levels of care.

    Be able to apply PHC principles to Speech and Language Therapy


    11. Plan and consult on an ongoing basis with other team members throughout intervention.

    1. Liase, interact and work effectively with health and education team members

    2. Critically evaluate the role of speech language therapists in various health and educational settings

    3. Behave according to rules and codes of professional conduct.

    4. Negotiate effectively within professional context.

    5. Demonstrate thorough knowledge of referral systems and roles of other professionals in it.

    6. Know when to refer.


    INTEGRATED ASSESSMENT

    Evaluation is based on:

    1. The learners who succeed in all courses/modules will be eligible to receive the qualification.
    2. Each course/module is assessed on a continuous basis through tests, assignments, evaluation of reports and presentations, as well as written examinations.
    3. Clinical competence is evaluated on continuous basis throughout each year, by using multifaceted measures of clinical evaluation, a minimum of four times a year in each clinic. In addition, diagnostic and therapy reports are evaluated.
    4. During the last two years both academic and clinical skills are evaluated through two extensive OSCE's (June and November) that include material from all years of study and includes a panel of at least three examiners. Separate OSCE's are arranged for Speech-Language Pathology and Audiology.
    5. Overall pass mark 50%. 
    		•

    ARTICULATION OPTIONS 
    This qualification serves as an entry point to the MSc degree

    Other articulation possibilities, either generic or specific:

    1. Learners who complete the qualification may proceed to Master's and Doctoral degree levels.
    2. Learners who compete 2 years of study may continue to complete a general BA with Psychology or Linguistics as a major. 

    MODERATION OPTIONS 
    The University of Cape Town has a system of external peer review and evaluation of each course. One of the aspects of the system is an evaluation of the standards and assessment practices of the department.

    1. The Professional Board for Speech Language and Hearing Sciences will act as the moderating body through inspections done every 3 years.
    2. Moderators and external examiners will be appointed from experts identified within the profession on an annual basis by the department.
    3. The Council for Higher Education and the HPCSA are the Accreditation Bodies. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The academic staff of the University of Cape Town will be used in a manner that is consistent with the quality assurance system of the University.

    Assessment will be done by internal and external assessors. Such persons must demonstrate:

    1. Registration with HPCSA
    2. Evidence of appropriate clinical and teaching experience
    3. Evidence of research and research supervision 

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

    NOTES 
    The four-year BSc Logopaedics has been officially approved by the Department of Education. A proposal will be submitted in due course to the Department to change the format of the degree to a five year degree, enabling candidates studying towards a BSc Audiology or BSc Speech-Language pathology degree to opt, before they enter the fourth year, to spend two further years and obtain a five-year BSc Logopaedics degree in which both Audiology and Speech-Language Pathology has been studied in more depth than would have been the case with the four-year BSc Audiology and BSc Speech-Language Pathology programmes. 

    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 Cape Town 


    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.