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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Optometry 
SAQA QUAL ID QUALIFICATION TITLE
72843  Bachelor of Optometry 
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 
Purpose;
The purpose of the qualification is to produce eye care professionals who have the relevant education and training to contribute to the improvement of the general and ocular health status of the individual patients, as well as the improvement of the health system in the country.

Learners will have the necessary competencies and awareness to contribute to making vision care accessible and to function as independent practitioners within the eye care field. They will realise their full potential to make a significant contribution to society in the field of eye care delivery and ensure professional and clinical responsibilities are upheld within the rele-vant regulatory frameworks and national health policy. Completion of the qualification meets the minimum requirements for registration as an optometrist by the Professional Board for Op-tometry and Dispensing Opticians for independent practice. Prospective learners interested in the health sciences and, specifically, Optometry, may be interested in registering for this quali-fication.

Optometry is a dynamic profession, which addresses the challenges of vision impairment and promotes individual and population eye health. The training imparts necessary skills to con-duct thorough eye examinations, prescribe corrective optical devices, treat basic eye condi-tions, and/or provide necessary vision therapy. This qualification will contribute to ensuring that patients receive an effective eye care service by providing a cadre of skilled optometrists in both the public and private sectors. The profession plays a central role in the delivery of comprehensive health services according to the national imperatives outlined by the National Millennium Plan. This qualification is a professional qualification. Learners will be able to ar-ticulate vertically to the Master of Optometry, which is the minimum requirement for registra-tion as an Optometrist with specialisation. Graduates may further articulate horizontally or di-agonally to programmes such as Postgraduate Diplomas and other related qualifications for the purpose of progression and/or career change.

A qualified learner will be able to:
  • Apply profession-specific knowledge, clinical skills, and professional attitudes in their provi-sion 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 effec-tively 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 a practitioner or academic, and work effec-tively 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 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 (pro-fessional).

    In addition, learner attributes, such as the ability to: identify ethical issues in the discipline; interact with members of a team; take responsibility for their own work and communicate effectively, will be integrated with the learning process.

    Rationale:
    Over 90% of the world's blind live in developing nations and avoidable blindness, secondary to refractive error, accounts for 13% of all blindness. Seventy-five percent of blindness and visual impairment in SA results from preventable or treatable conditions, including refractive errors, cataracts, and low vision. Visual impairment and the burden of disease, causing blindness, have an enormous impact on the overall quality of life including the psychological, economic and social aspects, of the individual and broader society. As many of the conditions leading to blindness are preventable there is a need for eye care services to be more accessible within both the public and private sectors and at all levels of care.

    There is a need for more optometrists in South Africa to address unmet eye health needs, which forms part of the national health imperative to train more health professionals that are ready to render services in a variety of geographical locations in South Africa (including the rural areas).

    The field of eye care comprises a complex spectrum of skills wherein optometry serves to provide both a horizontal level of integration with other eye care professionals involved in primary eye care as well as vertical articulation in eye health and vision science development. The qualification will allow the practitioner to contribute at all levels of care and within all sectors of healthcare services delivery. The qualification will equip the practitioner to be able to function in all contexts relevant and appropriate to the specific needs of the country and ensuring successful participation in the global society. The qualification is designed to meet the challenges of a transforming society by including aspects that warrant continual engagement and alignment with external realities at all levels of study.
    The qualification design and delivery will be informed by the priority health concerns of the communities that the providers are mandated to serve. The contribution of the profession in the provision of equitable, accessible, cost-effective, quality health care services will underpin the formulation of the programme offerings. The qualification retains the strengths and addresses the flaws of past offerings towards ensuring fitness and suitability of the qualification for its intended purpose as required by the NQF.

    The qualification will provide learners with a general interest in health care and specific inter-est in eye health care. It will also provide the opportunity to acquire an appropriate qualifica-tion to function in independent clinical practice within the private and public sectors, in indus-try, academia, health administration, technological and medical scientific development. The scope of optometry involves numerous fields eg. paediatric eye care, ocular diseases, contact lenses, environmental and occupational eye health etc. within which the qualifying learners can practice on completion of the qualification. The programmes will contribute to ensuring that patients receive an effective eye care service by providing a cadre of skilled optometrists in both the public and private sectors.

    The Health Professions Council of South Africa (HPCSA) is the accrediting body for this quali-fication. The HPCSA will conduct a review of the qualification every 5 years to ensure that all accreditation criteria are met. The HPCSA is responsible for the endorsement of the qualifica-tion. All learners who enrol for this qualification are required to register with the Health Profes-sions 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 UKZN 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:
    > 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 Qualifications Framework Levels 5, 6,7 and 8 totalling 528 Credits.

    Compulsory Modules, NQF Level 5, 112 Credits
  • General Principles of Chemistry, 16 Credits
  • Introductory Biology for Health Sciences, 16 Credits
  • Mathematics for Natural Sciences, 16 Credits
  • Intro Physics for Life Sciences & Agriculture, 16 Credits
  • Introduction to Anatomy & Neuroanatomy, 8 Credits
  • Anatomy of the Head, Neck & Back, 8 Credits
  • Introduction to Optics and Optometry, 16 Credits
  • Community Optometry, 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
  • Biochemistry and Microbiology for Optometry, 16 Credits
  • Clinical Techniques I, 16 Credits
  • Homeostasis, 16 Credits
  • Ophthalmic Optics I, 16 Credits
  • Clinical Science for Optometry, 16 Credits
  • Clinical Techniques II, 16 Credits
  • Integration and Communication, 16 Credits
  • Ophthalmic Optics II, 16 Credits

    Compulsory Modules, NQF Level 7, 128 Credits
  • Optical Dispensing, 16 Credits
  • Visual Science I, 16 Credits
  • Pharmacology and therapeutics, 16 Credits
  • Visual Science 2, 16 Credits
  • General Clinic I / grand rounds, 16 Credits
  • Ocular Disease, 24 Credits
  • Contact Lenses 1, 24 Credits

    Compulsory Modules, NQF Level 8, 144 Credits
  • Binocular Vision, 16 Credits
  • Contact Lenses II, 16 Credits
  • Low Vision, 16 Credits
  • Paediatric Optometry, 16 Credits
  • General Clinic II, 16 Credits
  • Research Methods & Publication for Optometry, 32 Credits
  • Clinical Grand Rounds, 32 Credits 
    		•

    EXIT LEVEL OUTCOMES 
    1. Uphold professional and clinical responsibilities within the relevant regulatory frame-works and national health policy.
    2. Apply knowledge, communication and health care skills in conducting a patient histo-ry, whilst adhering to the appropriate medico-legal ethical framework.
    3. Apply knowledge, scientific health care skills and technologies in the examination of the eye and related conditions within the context of the scope of practice and appropri-ate to the needs of the individual and community, while adhering to appropriate medico-legal ethics, health and safety regulations and codes of conduct.
    4. Apply appropriate learning strategies in the diagnosis of eye and related conditions with knowledge of minimum standards of optometric care.
    5. Apply appropriate learning strategies in the management and delivery of eye care products, therapy and medication, with knowledge of minimum standards of optometric care and relevant consultations and consent.
    6. Record and maintain legible, secure data and patient information while adhering to appropriate regulatory requirements.
    7. Manage and administer human, financial, technical and other resources to ensure optimal delivery of eye and vision care products/services.
    8. Apply various learning strategies to continually contribute to the improvement of health care services appropriate to the specific needs of the community. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Perform professional and clinical responsibilities within relevant regulatory frameworks and national health policy.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply knowledge to conduct patient history within the appropriate medico-legal ethical framework
  • Apply health care skills to conduct patient history within the appropriate medico-legal ethical framework
  • Communicate effectively to conduct patient history within the appropriate medico-legal ethical framework

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply knowledge in the examination of the eye and related conditions within the context of the scope of practice and appropriate to the needs of the individual and community
  • Apply health care skills in the examination of the eye and related conditions within the context of the scope of practice and appropriate to the needs of the individual and community.
  • Apply appropriate technologies in the examination of the eye and related conditions within the context of the scope of practice and appropriate to the needs of the individual and community.
  • Adhere to appropriate medico-legal ethics, health and safety regulations and codes of conduct at all times.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate knowledge of minimum standards of optometric care
  • Apply appropriate learning strategies in the diagnosis of eye and related conditions while considering minimum standards of optometric care

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply appropriate learning strategies in the management and delivery of eye care products
  • Apply appropriate learning strategies in the management and delivery of therapy
  • Apply appropriate learning strategies in the management and delivery of eye medication
  • Manage consultations and obtain consent

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Adhere to appropriate regulatory requirements to record and maintain secure data and patient information

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Manage human, financial, technical and other resources to ensure optimal delivery of eye and vision care products/services.
  • Administer human, financial, technical and other resources to ensure optimal delivery of eye and vision care products/services.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Apply various learning strategies to continually contribute to the improvement of health care services appropriate to the specific needs of the community.

    INTEGRATED ASSESSMENT
    Integrated assessment assesses the ability to utilise the fundamental body of knowledge and skills appropriately for the provisions of quality eye care within various contexts of service delivery. Formative and summative assessment strategies are used throughout the qualification to ensure that exit level & critical cross field outcomes are met.

    Formative Assessment:
    Modules are assessed through seminars, assignments, written tests, clinical performance, oral case presentation, practical and clinical patient assessments and treatments to give learners the opportunity to demonstrate a variety of competencies.

    Work Integrated Learning (WIL) forms the basis of clinical training during the third and final year levels at community and hospital clinics. In clinical examinations learners are required to incorporate / synthesise knowledge gained in all aspects of optometry relevant to the clinical area assessed.

    The research project assesses the ability of learners to generate a research problem statement, design a research 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:
    All assessments include prerequisite module content to ensure integration of knowledge gained.
    Summative assessment for exit modules are: written examination, oral case presentations, practical and clinical patient assessments and treatments by National external examiners. Summative assessment of the Clinical modules are practical (OSPE's) and clinical patient assessments and treatments. WIL clinical assessments occur at these sites with the overall performance of the learner assessed not only on their clinical competence but encompassing other aspects including teamwork, working in resourced constrained environments, community engagement and public health awareness. 
    		•

    INTERNATIONAL COMPARABILITY 
    The two qualifications selected for comparison with this qualification are: Bachelor of Science Honours in Optometry offered by Chitkara University, Patiala, India and the Bachelor of Optometry (B Optom) offered by the University of Auckland, New Zealand.

    Duration:
    This qualification and the BSc Hons in Optometry have a duration of four years, while the BOptom qualification has a duration of 5 years. The reason for the five-year duration is that the completion of a first-year BSc is a prerequisite for this qualification. These qualifications were selected for comparison because of their similarity in purpose and structure to this qualification.

    Qualifications structure:
    The purpose of the two qualifications is similar to that of this programme in that they prepare graduates to become proficient optometrists capable of providing comprehensive eye care services and promoting visual wellness. Learners are prepared to pursue a variety of career opportunities in the field of optometry and vision science. They may seek employment as op-tometrists in private practice, eye clinics, hospitals, or corporate settings. Additionally, gradu-ates may choose to pursue further education.

    Entry requirements:
    The entry requirements for the three qualifications are different. While this qualification re-quires a certain level of achievement of school leavers, the BScHon is Optometry requires a previous degree from a recognised institution and the BOptom requires at least a completed first year of a BSc degree. The BOptom and the BSc Hons in optometry include an interview before selection.

    Qualification curriculum:
    The curriculum is similar in all three qualifications, covering a range of subjects, including ocu-lar anatomy and physiology, visual optics, binocular vision, ophthalmic instrumentation, ocular diseases and disorders, contact lens fitting and dispensing, low vision rehabilitation, and clini-cal optometry. Practical training and experiential learning are integral components of all three qualifications. Learners have the opportunity to gain hands-on experience in optometry clinics, eye hospitals, and vision care centres where they learn how to perform comprehensive eye examinations, diagnose vision problems and ocular diseases, prescribe corrective lenses and vision therapy, and provide patient education and counselling. Under the guidance of experi-enced optometrists, learners develop their clinical skills, refine their diagnostic techniques, and learn how to deliver high-quality eye care services to patients of all ages. The curriculum of all three qualifications also emphasises the importance of critical thinking, problem-solving, and professionalism in healthcare practice. Learners learn how to analyse visual data, inter-pret diagnostic tests, and develop individualized treatment plans. Additionally, learners gain an understanding of ethical and legal principles in optometry practice, ensuring that they ad-here to professional standards and guidelines.

    Articulation:
    All three qualifications articulate to a Master's qualification which may be a Master of Optome-try or in the case of the BSc Hons, a Master of Science specialising in Optometry. 

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

    Horizontal Articulation:
  • Horizontal articulation is not possible for this qualification.

    Vertical Articulation:
  • Master of Optometry, NQF Level 10.
  • Master of Philosophy in Optometry, NQF Level 10.

    Diagonal Articulation:
    The Bachelor of Optometry articulates diagonally to the 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.