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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Occupational Therapy 
SAQA QUAL ID QUALIFICATION TITLE
72842  Bachelor of Occupational Therapy 
ORIGINATOR
University of KwaZulu-Natal 
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  Curative Health 
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 
The purpose of the qualification is to provide an occupational therapy workforce equipped to work in the South African context, and who can safely and effectively perform all the acts contained in the Occupational Therapy Scope of profession. Learners will be equipped with the knowledge, skills and expertise to practice occupational therapy and to deliver a contextually relevant occupational therapy service. They will be able to undertake research that would contribute to the development of knowledge about occupational therapy and have the knowledge and skills to evaluate literature for evidence that can be used in occupational therapy practice. Furthermore, learners will develop a commitment to life-long learning, particularly with regard to advances in knowledge about human occupation and occupational therapy. They will be sensitive, flexible and adaptable enough to accommodate the unique needs and challenges within the South African context. Prospective learners who are interested in the Health Sciences and meet the entry requirements for this qualification will be interested in registering for this qualification.
The qualification aims to provide occupational therapy learners with in-depth knowledge and understanding of the relationship between engagement in occupation and health/wellness. This is done with due consideration of the effect of socio-political, environmental factors, physical/mental impairment and developmental delays on occupational performance. Where occupational risk factors are identified, the achievement and maintenance of health and wellness is done through advocacy for resources and creation of opportunities for occupational engagement. Activity/occupation is the means of intervention in occupational therapy.

A qualified learner will be able to:
  • Apply profession-specific knowledge, clinical skills and professional attitudes in their provision of evidence-based, patient-centred care (healthcare practitioner).
  • Communicate effectively and humanely with patients, their families and other healthcare professionals and the community through a variety of means, in order to gather and deliver information respectfully and in culturally and contextually appropriate ways(communicator).
  • Understand and respect the roles of other members of the healthcare team and work effectively with them in order to achieve the best possible outcome for the patient, family and community(collaborator)
  • Effectively run a practice, navigate a career as practitioner or academic and work effectively within a healthcare system towards quality-and systems improvement (manager /leader).
  • Use their own expertise and influence ethically and responsibly to advance the health and well-being of individuals, communities and populations at all levels (health advocate).
  • Demonstrate a life-long commitment to reflective learning in order to maintain and enhance professional competence (scholar).
  • Abide by professional codes of conduct, have high personal standards of behaviour, be committed to their own health and sustainable practice, and apply sustainable self-care with the aim of maintaining their own physical, psychological, social and spiritual well-being (professional).

    In addition, graduate attributes including accountability, management of learning and accessing, managing and processing information will be integrated in the learning process.

    Rationale:
    There is a shortage of occupational therapist in South Africa, and it is part of the national health imperative to train more health professionals. This qualification aimed at training occupational therapists to develop professional knowledge, skills and expertise in the field of occupational therapy. The qualification will contribute to ensuring that consumers and employers receive an efficient, accessible and relevant service by providing a cadre of skilled occupational therapists in both the public and private sectors.
    This qualification will produce socially responsible and context-centred practitioners who are able to respond to the social determinants of health to engage in programmes aimed at individual and population-based health. Practitioners will have a commitment to life-long learning, particularly with regard to advances in knowledge about human occupation and occupational therapy and who are sensitive, flexible and adaptable enough to accommodate the unique needs and challenges within the South African context. Completion of the requirements for the qualification allows the graduate to register as a Community Service Occupational Therapist with the Health Professions Council of South Africa (HPCSA), allowing them to undertake one year of compulsory community service before they can register as independent practitioners with the HPCSA.
    This professional-oriented qualification requires a learner to complete a minimum of four years of fulltime study and prepares the candidate for a master's degree. Candidates with an NSC pass, requisite subjects and an APS score of 30 are eligible to apply to enrol for the Bachelor of Occupational Therapy. Learners of this qualification become Occupational Therapists who work in public or private hospitals or in private practice.

    The Health Professions Council of South Africa (HPCSA) is the accrediting body for this qualification. The HPCSA will conduct a review of the qualification every five years to ensure that all accreditation criteria are met. The HPCSA is responsible for the endorsement of the qualification. All learners who enrol for this qualification are required to register with the Health Professions Council of South Africa in their first year of study. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In terms of the institution's RPL Guidelines (2024), RPL may be used in this programme:

    For access: to enable an applicant who does not have the normal entry requirements, to access an undergraduate qualification by recognising relevant prior learning obtained through formal, informal or non-formal means;
    For exemption: to recognise that a learner has sufficiently mastered the content and achieved the learning outcomes of a module through prior formal or non-formal means, for them to be exempted from that module without credit (Rule GR8a);

    As per the CHE Policy on the Recognition of Prior Learning (2016):
    "In higher education, exemption from modules or courses does not translate to credits being awarded for those modules or courses. No credits should therefore be awarded for the mod-ules or courses that a learner is exempted from doing on the basis of RPL".

    Where modules in a qualification are exempted on the basis of RPL, the learner must take additional modules to ensure the total credits required for the qualification are obtained. RPL seeks to achieve inclusion and to overcome a variety of barriers to access and success in higher education and hence should be premised on overcoming possible barriers to higher education studies for those people who lack the formal prerequisites.

    The implementation of RPL is context-specific in terms of discipline, programme and level.
    The learning (prior knowledge, skills and competencies) assessed must be related to the pur-pose for which the recognition is required, and must be sufficient and current.
    Learning must be assessed against the learning outcomes of specific qualifications and/or modules and not solely the content. It must be evidence-based and recognise the learning from the experience, not the experience on its own.
    Full qualifications may not be awarded solely on the basis of RPL, and RPL cannot be used to grant a learner exemption from more than 50% of the modules required for the qualification.
    Normally, not more than 10% of a cohort of learners in a programme may be admitted through a formal RPL process.
    Quality assurance procedures that guarantee the integrity and credibility of the assessment must be in place.

    Assessment criteria for RPL is undertaken within the school as the disciplinary expertise of academic staff plays a crucial role in assessing the learning achieved by RPL. Assessment tools must be fit-for-purpose and aligned to the qualification/module outcomes. In assessing applicants with a qualification at a lower NQF level than that required for admission to a postgraduate qualification, the level descriptors of the NQF level of the current qualification should be considered in relation to those of the qualification required for admission, and an assessment made on whether the prior learning addresses the difference in descriptors between the two levels.

    Entry Requirements
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4 granting access to bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Quali-fications Framework Levels 5,6,7 and 8 totalling 520 Credits.

    Compulsory Modules, NQF Level 5, 128 Credits.
  • Anatomy of the Trunk & Embryology, 8 Credits.
  • Introduction to Anatomy & Neuroanatomy, 16 Credits.
  • Fundamentals 1, 16 Credits.
  • Introduction to Psychology A, 16 Credits.
  • Anatomy of the Head, Neck & Back, 8 Credits.
  • Anatomy of the Upper & Lower Limbs, 16 Credits.
  • Community Studies, 16 Credits.
  • Therapeutic Media 1, 16 Credits.
  • Introduction to Psychology B, 16 Credits.

    Elective Modules, NQF Level 5, 16 Credits (Choose One)*
  • Basic isiZulu languages Studies A, 16 Credits.
  • Academic Writing, 16 Credits.
    *Take ZULN101 if (Non-Nguni speaker (Xhosa, Zulu, Swati, Ndebele) or ZULM105 if (Nguni speaker (Xhosa, Zulu, Swati and Ndebele speaking learners)

    Compulsory Modules, NQF Level 6, 128 credits.
  • Homeostasis 16, 16 Credits.
  • Fundamentals 2, 16 Credits.
  • Psychosocial Theory and Fieldwork 2, 16 Credits.
  • Areas of Occupation, 16 Credits.
  • Physical Theory and Fieldwork 2, 16 Credits.
  • Health and Illness Behaviour, 16 Credits.
  • Integration & Communication, 16 Credits.
  • Therapeutic Media 2, 16 Credits.

    Compulsory Modules, NQF Level 7, 128 Credits.
  • Clinical Sciences 1, 16 Credits
  • Fundamentals 3, 16 Credits.
  • Physical Theory & Fieldwork 3, 16 Credits.
  • Clinical Sciences 3, 16 Credits.
  • Clinical Sciences 2, 16 Credits.
  • Applied Research Methods for Health Sciences, 16 Credits.
  • Psychosocial Theory & Fieldwork 3, 16 Credits.
  • Therapeutic Media 3, 16 Credits.

    Compulsory Modules, NQF Level 8, 120 Credit.s
  • Research Project, 24 Credits.
  • Physical Theory & Fieldwork 4, 24 Credits.
  • Psychosocial Theory & Fieldwork 4, 24 Credits.
  • Community Theory & Fieldwork 4, 24 Credits.
  • Paediatric Theory & Fieldwork 4, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand the theoretical and philosophical base of occupational therapy and occupational science through direct or indirect services to meet the occupational needs of individuals, groups and communities in the South African context (all modules).
    2. Adapt the occupational therapy domains and process for individuals, groups and communities using professional reasoning, critical thinking and appropriate use of therapeutic media within the therapeutic milieu to deliver services to persons across the lifespan.
    3. Teach, facilitate groups and establish services in the various fields within the scope of occu-pational therapy and new and emerging fields.
    4. Apply critical consciousness to adapt occupational therapy to meet specific, cultural and unique needs in diverse settings when working with people across the lifespan.
    5. Apply appropriate assessment procedures and analyse assessment findings.
    6. Plan and implement interventions, based on comprehensive and holistic evaluation findings, for diverse contexts, individuals, large numbers and across multiple levels of care.
    7. Work effectively, efficiently and autonomously as an occupational therapist in diverse, com-plex or unfamiliar contexts.
    8. Collaborate and communicate effectively as an interprofessional or multi-disciplinary team member, with relevant partners, stakeholders and service users.
    9. Enact ethical practices and be responsible for their own actions within the professional and legislative framework of South Africa, including the HPSCA.
    10. Critically reflect on one's own practice theoretically, emotionally, and affectively and adapt where necessary.
    11. Advocate collaboratively with people, service users and relevant stakeholders in and around health and social justice issues.
    12. Plan and implement interventions of/for body functions and structures; activity; participation; and environmental and personal factors; for individuals and groups using clinical reasoning and critical thinking; relevant to the South African context of practice.
    13. Critically evaluate and action policies, legislation and practices within South African context and emerging occupational therapy practice locally and internationally.
    14. Understand and apply all relevant occupational therapy theories and their practice within the South African and global context, acknowledging both indigenous and international knowledge or perspectives.
    15. Implement the research process by applying appropriate research methods to generate and present an honours-level research project.
    16. Apply occupational therapy knowledge as a manager and leader and in administrative func-tions.
    17. Analyse, synthesise and critique contextually relevant sources to inform OT practice.
    18. Critique health, social/cultural and educational practices and policies and apply these across the lifespan, showing an understanding of how these practices impact the provision of occu-pational therapy services in these areas.
    19. Consolidate contextually relevant professional identity both locally and globally, maintaining the professions values and theoretical underpinning. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1
  • Apply the theoretical and philosophical base of occupational therapy through services, to meet occupational needs
  • Integrates theoretical knowledge to design and implement contextually relevant, evidence-based interventions tailored to the diverse occupational needs of individuals, groups, and communities within the South African socio-cultural landscape.
  • Apply interventions that respect and address the unique socio-economic, cultural, and historical factors influencing occupational performance in the South African context.
  • Adapts strategies and services to align with local resources, policies, and community priorities, ensuring inclusivity and sustainability in meeting occupational needs.

    Associated Assessment Criteria for Exit Level Outcome 2
  • Evaluate and synthesise client-specific information to formulate evidence-based intervention plans
  • Modify interventions dynamically based on changing client needs or therapeutic response
  • Identify challenges and barriers in therapeutic settings and proposes innovative solutions.
  • Reflect on intervention outcomes to adapt approaches for improved client-centred outcomes.
  • Select and justify the use of specific therapeutic media appropriate to the client's goals, culture, and developmental stage
  • Implement appropriate therapeutic media within the intervention process.
  • Adapt occupational therapy domains and processes to align with the cultural, social, and environmental factors influencing the client or community.
  • Manage resource constraints to deliver effective and ethical services across diverse settings and populations.

    Associated Assessment Criteria for Exit Level Outcome 3
  • Apply counselling skills in various fields i.e. physical, psycho-social, community and paediatrics
  • Apply teaching skills in various fields i.e. physical, psycho-social, community and paediatrics
  • Apply group facilitation skills in various fields i.e. physical, psycho-social, community and paediatrics
  • Establish appropriate services in various fields

    Associated Assessment Criteria for Exit Level Outcome 4
  • Adapt occupational therapy interventions to align with individuals, groups, or communities' cultural, social, and environmental contexts, ensuring inclusivity and relevance across diverse settings and the lifespan.
  • Apply critical thinking and professional reasoning to co-create and dynamically adjust therapeutic processes, incorporating client-specific needs, goals, and unique circumstances while maintaining ethical and evidence-based practice.
  • Advocate for equitable service delivery while acknowledging personal biases, systemic barriers, and contextual influences
  • Design interventions that prioritize dignity, empowerment, and sustainable outcomes.

    Associated Assessment Criteria for Exit Level Outcome 5
  • Conduct standardised and non-standardized assessments accurately, adhering to best practices and guidelines.
  • Administer observational, interview-based, and performance-based assessments.
  • Modify or supplement assessment tools to address unique client needs where appropriate
  • Identify patterns of occupational performance strengths and limitations across life domains
  • Evaluate the impact of performance components (motor, process, and social interaction skills) on occupational engagement
  • Examine the relationship between client factors and contextual influences on occupational participation
  • Develop a prioritised problem statement from the assessment findings

    Associated Assessment Criteria for Exit Level Outcome 6
  • Synthesise physical, cognitive, emotional, social, and environmental evaluation data to inform intervention planning and identify priorities and goals in collaboration with clients and stakeholders, considering diverse needs and contexts.
  • Develop evidence-based, measurable, and culturally appropriate intervention plans tailored to the specific needs of individuals and groups.
  • Adapt interventions for application in various settings, such as community, clinical, educational, and rehabilitation contexts.
  • Identify the needs of the individuals or groups involved, tailoring the intervention to suit the size of the group (e.g., managing large groups vs. smaller, more personalised settings) and ensuring the intervention can be practically implemented across different care levels (e.g. .Primary healthcare vs. acute hospital-based care).
  • Justify the method chosen to address the group's needs, explaining how the intervention is scalable for larger numbers or adaptable to different levels of care and providing evidence or theories supporting the intervention's effectiveness in those circumstances.


    Associated Assessment Criteria for Exit Level Outcome 7
  • Take accountable decisions and actions, with minimal supervision, in diverse or challenging settings.
  • Identify and address challenges or barriers in unfamiliar or complex contexts using innovative and resourceful approaches.
  • Adjust interventions dynamically in response to contextual changes or client needs.
  • Plan and prioritise tasks to deliver timely, high-quality interventions, even in resource-limited or high-pressure environments.

    Associated Assessment Criteria for Exit Level Outcome 8
  • Communicate effectively, contribute constructively, and perform assigned roles within interdisciplinary teams to achieve shared goals.
  • Actively foster collaboration by respecting diverse perspectives, resolving conflicts, and promoting a cohesive team dynamic in delivering client-centred occupational therapy services.

    Associated Assessment Criteria for Exit Level Outcome 9
  • Act ethically and reflectively within professional contexts
  • Act within the professional and legislative framework of South Africa

    Associated Assessment Criteria for Exit Level Outcome 10
  • Identify gaps between theory and practice and adjust approaches to align with best practices and emerging knowledge.
  • Recognise and process personal emotional responses to professional situations, including challenging or stressful contexts.
  • Maintain emotional resilience and professionalism, using insights to foster empathy and client-centred care.
  • Reflect on how personal attitudes, values, and biases influence interactions and decision-making.
  • Actively seek feedback to challenge assumptions and promote inclusive and equitable practices.
  • Implement changes in practice based on reflection and feedback, demonstrating a commitment to lifelong learning.
  • Monitor the impact of adaptations on practice effectiveness and client outcomes, refining approaches as needed

    Associated Assessment Criteria for Exit Level Outcome 11
  • Identify and articulate health and social justice issues impacting individuals or communities.
  • Develop and implement advocacy strategies to address identified needs and barriers.
  • Engages meaningfully with service users, stakeholders, and interdisciplinary teams to co-create advocacy efforts.
  • Facilitates dialogue and builds networks to amplify marginalised voices and promote shared goals.

    Associated Assessment Criteria for Exit Level Outcome 12
  • Utilise clinical reasoning to assess and synthesise information on body functions and structures, activity limitations, participation restrictions, and environmental and personal factors that impact the client.
  • Identify context-specific needs and goals, considering cultural, social, and economic factors within the South African context.
  • Develop and implement evidence-based, client-centred intervention plans that target the multiple domains of functioning (body, activity, participation, and environmental/personal factors).
  • Adapt interventions to meet the needs of diverse individuals and groups, ensuring they are culturally appropriate and resource-sensitive in the South African healthcare system
  • Critically reflect on the effectiveness of interventions, making necessary adjustments based on progress and changing client needs
  • Consider and incorporate the social determinants of health, healthcare access, and local resource availability in planning and implementation.

    Associated Assessment Criteria for Exit Level Outcome 13
  • Analyse and evaluate national and regional policies, healthcare legislation, and ethical frameworks that influence occupational therapy practice in South Africa.
  • Identify implications of policies and legislation on service delivery, accessibility, and equity for diverse populations.
  • Advocate for policies and practices that promote the rights and well-being of service users in alignment with South Africa's socio-economic context, healthcare systems, and cultural di-versity.

    Associated Assessment Criteria for Exit Level Outcome 14
  • Critically evaluate and apply occupational therapy theories in diverse settings, considering both indigenous knowledge systems and internationally recognized practices.
  • Effectively adapt and integrate occupational therapy theories to meet the unique needs of individuals, groups, and communities within the South African socio-cultural and healthcare contexts.
  • Recognize the importance of indigenous knowledge and practices, incorporating culturally relevant approaches alongside established international frameworks to enhance therapeutic outcomes.
  • Acknowledge the value of diverse cultural perspectives and practices in occupational therapy, demonstrating sensitivity and respect when working with diverse populations in South Africa and internationally.
  • Apply indigenous knowledge and international best practices to inform holistic, client-centered interventions, ensuring cultural relevance and ethical practice.
  • Identify and apply both indigenous and international perspectives in the development of interventions, fostering inclusive and sustainable practices.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • Select and apply appropriate research designs, methods, and technologies to investigate occupational therapy-related problems, ensuring alignment with ethical standards and scientific rigour.
  • Develop and complete an honours-level research project that demonstrates proficiency in formulating research questions, collecting and analysing data, and critically interpreting findings to contribute to evidence-based occupational therapy practice.

    Associated Assessment Criteria for Exit Level Outcome 16
  • Explain the core management functions (planning, organising, leading, and controlling) and how they relate to the delivery of occupational therapy services.
  • Apply management skills such as communication, decision-making, leadership, and problem-solving to various occupational therapy scenarios, such as individual patient management, team collaboration, or resource allocation.
  • Ensure that the interventions and management practices are ethical and patient-centred, reflecting the core values of the occupational therapy profession.

    Associated Assessment Criteria for Exit Level Outcome 17
  • Evaluate the credibility, reliability, and relevance of various sources (e.g., research articles, policies, and client assessments) to inform decision-making in occupational therapy practice.
  • Identify gaps or limitations in the available literature or data, considering their impact on practice.
  • Integrate information from multiple, diverse sources to develop a comprehensive understanding of the client's needs, the effectiveness of interventions, and contextual factors affecting practice.
  • Critique and adapt information based on its relevance to the local (South African) context and the specific needs of diverse client groups or communities.
  • Apply contextually appropriate evidence to guide decisions about interventions, policies, or practices.

    Associated Assessment Criteria for Exit Level Outcome 18
  • Analyse the implications of health, social, cultural, and educational practices and policies on service delivery across the lifespan.
  • Identify gaps, inconsistencies, and potential barriers within existing frameworks and their impact on occupational therapy services.
  • Adapt occupational therapy practices to align with policy requirements and address systemic challenges in diverse contexts.
  • Discuss the effect of policies and practices on individuals and groups at different life stages, from childhood to older adulthood.
  • Demonstrate systems thinking by considering how broader societal factors influence the provision and sustainability of occupational therapy services.

    Associated Assessment Criteria for Exit Level Outcome 19
  • Apply self-awareness and reflective practice in shaping a professional identity that aligns with the occupational therapy profession.
  • Adapt professional identity and practice aligning with the cultural, social, and healthcare realities of the South African context.
  • Maintain a balance between adhering to universal professional standards and addressing local challenges and opportunities.
  • Uphold and promote the core values of occupational therapy, such as client-centered care, empowerment, and social justice, in all professional interactions.

    INTEGRATED ASSESSMENT
    Formative Assessment:
    Each theory module is assessed through a range of oral and written, group and individual class assignments in order to give learners the opportunity to demonstrate a variety of compe-tencies. Service learning/ workplace learning modules will be assessed through a range of assessments designed to assess clinical performance, demonstrations of techniques and in-terventions as well as oral and written case presentations of clients seen. The research pro-ject assesses the ability of learners to generate a research problem statement, design a re-search project, and follow the research process until the written report is produced. Learners obtain feedback on these assessments as a means of facilitating and encouraging learning improvements.

    Summative Assessment:
    Each theory module will be assessed through a final integrated examination and
    Service learning/ workplace learning modules will be assessed through a final integrated as-sessment. The research project is assessed in the form of a final written report. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Occupational Therapy offered by the South African institution is compared to two other qualifications: Bachelor of Occupational Therapy offered by Deakin University, Aus-tralia and the Occupational Therapy BSc(Hons) offered by the University of Gloucestershire, United Kingdom.

    Both qualifications were selected for their comparability to the South African qualification, specifically because of the strong Practice Placement (Work-integrated learning) compo-nent shared by all three qualifications.
    The purpose of all three qualifications is similar: i.e., aiming to gain the expertise needed to develop personalised, evidence-based intervention plans with people whose health and well-being is affected by issues including injury, illness, disability, or environmental barriers, taking a 'whole-person approach' to manage health and well-being, enabling individuals, groups, and communities to achieve their full potential.

    Duration:
    The South African and Deakin University qualifications have a duration of four years, while the University of Gloucestershire qualification has a duration of three years.

    Entry requirements:
    Admission to Deakin University is based primarily on academic merit as indicated by an appli-cant's previous academic record. For South African applicants, the minimum APS score is usually 30 points, and at Gloucestershire University, possession of specific undergraduate qualifications in Health Sciences provides admission.

    Deakin University used the Australian competency standards for entry-level OTs, together with the WFOT Standards for the education of OTs, to guide the curriculum outcomes. The Deakin programme constructed its coursework using the Australian competency standards as the central theme and as the framework for fieldwork assessment.

    Qualification structure:
    The structure of the curriculum is similar across the three qualifications, consisting of compul-sory core courses in Occupational Therapy with few or no electives. Practice placement (work-integrated learning) forms a substantive component of all three qualifications. Practice placement spans health and social care, charities, and contemporary emerging areas of prac-tice - allowing learners to work with service users, their families, carers and care providers. Work-integrated learning before graduation is compulsory.

    Conclusion:
    All three qualifications include a combination of clinical assessments as well as theory tests, self-directed projects, case studies, presentations, assignments, portfolios, orals and exami-nations. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Master of Occupational Therapy, NQF Level 9.
  • Master of Science in Occupational Therapy, NQF Level 9.

    Vertical Articulation:
  • Doctor of Philosophy in Occupational Therapy, NQF Level 10.

    Diagonal Articulation
    The Bachelor of Occupational Therapy can articulate to other health-related master's degrees, such as a Master of Public Health. Diagonal articulation to the OQSF is not possible as there are currently no NQF level 9 OSQF qualifications, although this may change in future. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 KwaZulu-Natal 


    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.