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: 

Bachelor of Science in Occupational Therapy 
SAQA QUAL ID QUALIFICATION TITLE
3497  Bachelor of Science in Occupational Therapy 
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  Rehabilitative Health/Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Level 6  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
This qualification forms part of the credentialing process, for health professionals as occupational therapy practitioners. The Health Professions Council of South Africa stipulates this degree as a training requirement for the practice as an occupational therapist in South Africa in multi-sectoral contexts as well as private practice.

The first purpose of the qualification is to produce confident, visible and influential generalist occupational therapists who have the knowledge, skills and attitudes that will help change people's lives through human occupations that are appropriate to their environment, background and health needs.

The second purpose is to produce occupational therapists who are socially responsible, knowledgeable and well skilled to practice as generalists, at all levels of the health services, through the primary health care approach within an African context as appropriate for individuals, groups, communities according to national health priorities.

The third purpose of this qualification is to make a significant contribution in redressing a previously disadvantaged group. It offers an accelerated articulation option towards a professional qualification to black social science and graduates to practice the art and science of occupational therapy in the public and private sector. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The learner entering the four-year undergraduate programme will already have achieved the following:

1. A NQF level-4 qualification with a university exemption (grade 12). The qualification should include a pass in Mathematics on the Higher Grade or with not less than 50% on the Standard Grade as well as a pass in either a Science subject or Biology on the Higher Grade or with not less than 50% on the Standard Grade.
2. Proficiency in reading and writing English.
3. A service orientation, with a strong interest in health, enabling the function and well-being of people and the development of disadvantaged communities.
4. A social consciousness and the ability to think independently, creatively and reflexively.

Senior Certificate with Matriculation Exemption or equivalent university admission qualification with Mathematics and either a science subject or Biology for Matric.

Recognition of Prior Learning (RPL):
Access may be granted through RPL. 

RECOGNISE PREVIOUS LEARNING? 
N 

EXIT LEVEL OUTCOMES 
a). Critical cross-field exit-level outcomes (knowledge, skills, values)

The BSc OT graduate is competent to:

1. Work effectively with others as a member of a team, group, organisation or community

2. Communicate effectively using visual/language skills in modes of oral and written presentation

3. Organise and manage him/herself and his/her activities, environments and resources responsibly and effectively

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

The BSc OT graduate is competent to:

1. Use basic science, social science and the arts effectively, critically and responsibly

2. Use information technology effectively, critically and responsibly

3. Use and conduct scientific and naturalistic research

c). Specific exit-level outcomes

The BSc OT graduate is competent to:

1. Assign value to and apply human occupation as a primary means and end of the professions contributions to the health, wellness and quality of life of individuals, groups and communities

2. Appreciate the parameters and display the behaviours and responsibilities that mark professionalism

3. Apply intra and interdisciplinary techniques, methods, skills and tools for the attainment of health objectives

4. Develop, implement, monitor and/or manage generalist occupational therapy devices and/or preventative, promotive, curative and rehabilitative occupational therapy programmes within different settings, across different sectors and at different levels of service
  • That are appropriate for individuals, groups, communities and populations in the African context
  • Comply with national health priorities, the PHC philosophies and a district health system's approach
  • Reflect the theoretical and philosophical base of the profession 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    a).1. The BSc OT graduate will demonstrate this competence by being able to:
  • Develop, maintain and work in collaborative professional relationship with colleagues, clients, carers and members of the public.
  • Interacts (consults, liases, negotiates, delegates) appropriately based on the understanding of the value and function of the different role players in a given set of related systems or contexts.
  • Affirm diversity and be culturally competent and sensitive across a range of social and interpersonal contexts.
  • Identify the location of influence and power within organisations and groups and the impact that socio-political factors have on health, wellness and quality of life.
  • Develop networks for support, advice and information to promote interdisciplinary and intersectional collaboration.

    2. Being able to:
  • Formulate ideas taking all relevant information into consideration.
  • Express own opinion, defend a position and solve problems through critical inquiry, negotiation and conflict management.
  • Select, present, record and transmit information accurately and appropriately.
  • Accept, utilise and offer constructive feedback.

    3. Being able to:
  • Prepare and organise work according to priorities.
  • Think critically, predict problems, seek creative solutions, anticipate trends, plan for the future and evaluate actions.
  • Manage time effectively and productively.
  • Evaluate self, take personal accountability for opinions given, decisions taken and plans implemented.
  • Take responsibility and handle responsibilities with maturity.
  • Use materials / tools / resources judiciously and responsibly.
  • Monitor own health and manage personal stress creatively.

    b).The BSc OT graduate will demonstrate this competence by being able to:

    1. Apply knowledge from a range of foundational sciences and arts to enhance his/her interpretation and responses to individuals / groups / community health needs.

    2. Use the internet and electronic and paper databases for information retrieval.
  • Use an information system to evaluate health or clinical services.


    3. Select, draft and implement a research protocol.

    1. Utilise appropriate quantitative and / or qualitative research methodology

    2. Analyse and interpret data, assess, report and disseminate the significance of research findings.

    3. Validate practice through use of available evidence.

    c).The BSc OT graduate will demonstrate this competency by being able to:

    1).
  • Identify how engagement in occupations can restore and promote health and assist re-adaptation to life circumstances.
  • Explain individual and environmental restrictions that result in occupational deprivation, alienation, isolation and imbalance.
  • Explore meaning and purpose that individuals and groups attach to occupations.
  • Identify when occupational imbalance, deprivation and alienation compromises the health and wellness ends of individuals, groups and communities.
  • Measure and interpret limitations in activity participation due to impairments.
  • Apply the principles and adapt the methods that promote occupational engagement and competence across the life span.
  • Achieve a match between individual and group occupational needs and the environments in which people live, work, play and socialise.
  • Assess and adapt / eliminate environmental and / or attitudinal barriers that restrict occupational engagement competence and participation in value life goals.
  • Apply activities, tasks and occupations as means for the achievement of health objectives in promotive, preventative, curative, rehabilitative and community development programmes.
  • Apply a life cycle and holistic approach to human development and function in health and illness.
  • Describe the aetiology / pathology of disease and illness processes in terms of human structure, function and behaviour using a range of explanatory models (medical, social, occupational).
  • Describe the illness and disability experience based on a phenomenological understanding of the client's narrative with, due to consideration of socio-cultural nuances, barriers and opportunities.

    2). Act according to the rules and codes of conduct for professional behaviour.
  • Exercise sound professional judgement and reason, ethically commensurate with knowledge and experience.
  • Recognise and contribute to the resolution of ethical, medio-legal and human rights dilemmas.
  • Practice safety within the scope of the profession as legislated.
  • Display virtues of professionalism such as integrity, honesty, reliability, adaptability, altruism and caring.
  • Endorse the values of the profession such as human dignity, autonomy, justice, co-determination and freedom of choice.
  • Markets and promotes the profession by disseminating knowledge and supporting professional organisations and interest groups.
  • Contribute to professional policy statements on issues of public interest.
  • Access and utilise resources for confirmed professional development.

    3). Reflect-in and on-action in a tacit, highly imaginistic and deeply phenomenological way
  • Use a range of clinical reasoning skills throughout the occupational therapy process.
  • Use the self as therapeutic / change agency through skilled application of interpersonal relationships with individuals and groups.
  • Apply adult education principles and methods in exchange of information with clients, carers, mid level workers, groups and communities.
  • Theoretically justify and practically select, apply and adapt a wide range of neuro-developmental, bio-mechanical, perceptual cognitive, skeletal, physiological, visceral and psychosocial technologies.
  • Motivate others and act as advocate for client rights, disability rights and human rights.
  • Apply creativity in the construction or conceptualisation of practical solutions, new products and novel ideas to solve problems.

    4).PLAN
  • Network extensively and follow appropriate community entry and/or client/case management protocols.
  • Develop human capacity by engaging relevant role players as partners throughout the occupational therapy process.
  • Apply; the occupational therapy process in direct (hands on) and indirect service provision.
  • Utilise available data to determine realistic short and long-term objectives.
  • Select appropriate principles for promotive, preventative, therapeutic/care, rehabilitative interventions and/or programmes.
  • Prepare, adapt, modify the context /environment / materials / equipment for optimal capacity.

    SCREEN / ASSESS
  • Identify type of information needed to determine occupational therapy priorities.
  • Interpret and make referrals.
  • Select, use and interpret screening / assessment methods.
  • Record results accurately and compare to norms / other evidence.
  • Extract and state priority problems.
  • Identify the scope of occupational therapy and recognise its strengths and limitations in context.

    ACT / IMPLEMENT / EVALUATE
  • Act skilfully in response to the dynamics of the context and the emerging needs of the participants i.e. modify / adapt-in-action.
  • Determine when / why to terminate occupational therapy or refer.
  • Provide a rationale for professional actions and actions based on knowledge of the precipitating, perpetuating and predisposing factors that impact the health status of individuals, groups and communities.
  • Integrate continuous evaluation or participatory action research methods throughout all planning and action.
  • Identify and monitor precautions.
  • Identify and monitor critical success factors in particular, those that affirm the principle of primary health care and community development i.e. affordable, accessible, appropriate, acceptable, equitable, available and sustainable services.

    MANAGE
  • Deal effectively and efficiently with administrative tools.
  • Guide, support and supervise a range of human resources (O.T.n's) mid-level workers, volunteers.
  • Participate in the recruitment, selection and development of staff.
  • Follow contextually relevant grievance and disciplinary procedures.
  • Set standards, protocols and systems in place that ensure the efficient and effective co-ordination and quality control of services.
  • Identify and comply with relevant legislation that informs services, conditions of employment.


    INTEGRATED ASSESSMENT

    The applied competence of learners at the exit point of the BSc Occupational Therapy programme are ascertained through a variety of integrated formative and summative assessment methods. These are designed to continuously determine the emerging practical, foundational and reflective competencies of learners throughout the programme and to identify exit level outcomes at the summation of the programme.

    Marking schemes and criteria and weighting are synchronised across assessment methods to minimise inconsistency and maximise objectivity. Students are given the criteria and encouraged, where flexible, to self evaluation.

    Formative Assessment Methods:
  • Reflective interpersonal skills journals
  • Fieldwork portfolios - learners logs and reflections
  • Fieldwork evaluations - overall performance / consistence over periods of time in a specific context
  • Clinical demonstrations - presentation of case / group studies - community education
  • Assignments and essays
  • Tutorials - peer evaluation
  • Research and major protocol and project
  • Written tests and examinations
  • Open book / prepared written tests / examinations
  • Practical examinations - objective standardised methods

    Summative Assessment Methods:
  • Two x three hour written examinations
  • Ten minute video recording and discussion of applied competence. This entails a one hour presentation by the learner of an example of reflexive and competence by him / her in the field during the final year of training
  • Graphic display of optimal intervention. This entails a poster and verbal presentation depicting a particularly successful incident / cycle of events / product or strategy (made by or precipitated by the learner) during fieldwork. It offers opportunities to assess the depth of applied competence in a single frame.
  • O.S.P.E. - 10 x 10 minute stations of objective, standardised, practical examinations to assess foundational and practical competence. 
    		•

    ARTICULATION OPTIONS 
    Graduates with Bachelor degrees in Social Sciences may qualify for an accelerated programme towards the BSc OT qualification. 

    MODERATION OPTIONS 
    None 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    None 

    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. 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.