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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Physiotherapy 
SAQA QUAL ID QUALIFICATION TITLE
72845  Bachelor of Physiotherapy 
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  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 
Purpose:
The purpose of the qualification is to provide a physiotherapy workforce equipped to work in the South African context, and who can safely and effectively assess, treat, and manage a wide variety of injuries including ailments from the fields of orthopaedics, neurology, respiratory and thoracic, cardio-vascular, obstetrics, sports medicine, paediatrics, geriatrics, intensive care units and general rehabilitation. They will also be able to undertake research that would contribute to the development of knowledge about Physiotherapy and have the knowledge and skills to evaluate literature for evidence that can be used in Physiotherapy practice. Furthermore, graduates will develop a commitment to life-long learning, particularly with regard to advances in knowledge about Physiotherapy. 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 will be interested in registering for this qualification.
The qualification aims to provide Physiotherapy graduates with in-depth knowledge and un-derstanding of Physiotherapy and the functioning of the human body including posture, bal-ance and movement, knowledge of diseases, injury and the healing process. Physiotherapists improve the physical condition of the human body by restoring normal body functions and pre-venting disability that may arise from disease, trauma or injury. Furthermore, the Department of Physiotherapy at the institution is committed to advancing relevant health research and re-dressing the scarcity of healthcare professionals in the academic and healthcare sectors in the country, congruent with the imperatives of the National Departments of Education and Health.

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 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 (pro-fessional)

    In addition, graduate attributes including accountability and accessing, managing and pro-cessing information will be integrated in the learning process.

    Rationale:
    There is a shortage of physiotherapists in South Africa, and it is part of the national health imperative to train more health professionals. This degree is aimed at training physiotherapists to develop professional knowledge, skills and expertise in the field of physiotherapy. The programmes will contribute to ensuring that consumers and employers receive an efficient, accessible and relevant service by providing a cadre of skilled physiotherapists 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 scientific and clinical concepts and principles of health and disability 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 degree programme allows the graduate to register as a Physiotherapist 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 bachelor's qualification requires a learner to complete a minimum of four years of full-time study and prepares the candidate for a master's degree. Graduates of this qualification become Physiotherapists 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 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 enroll for this qualification are required to register with the Health Pro-fessions 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:
    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 Qualifications Framework Levels 5,6,7 and 8 totalling 512 Credits.

    Compulsory Modules, NQF Level 5, 112 Credits
  • Introductory Biology for Health Sciences, 16 Credits
  • Introduction to Psychology A, 16 Credits
  • Physics for Life Sciences 1, 16 Credits
  • Introduction to Anatomy and Neuroanatomy, 16 Credits
  • Anatomy of the upper and lower limbs, 16 Credits
  • Physics for Life Sciences 2, 16 Credits
  • Electrotherapy for Physiotherapy, 16 Credits

    Elective Modules, NQF Level 5, 16 Credits (Choose One)*
  • ZULN101, Basic isiZulu languages Studies A, 16 Credits
  • ZULM105, 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 Credits
  • Anatomy of the Trunk and Embryology, 8 Credits
  • Introduction to Physiotherapy Science, 16 Credits
  • Kinesiology for Physiotherapy, 16 Credits
  • Neurology and Community rehabilitation, 16 Credits
  • Introduction to Psychology B, 16 Credits
  • Principles of Physiotherapy Practice II, 16 Credits
  • Integration and communication, 16 Credits
  • Anatomy of the Head, Neck and Back, 8 Credits

    Compulsory Modules, NQF Level 7, 128 Credits
  • Clinical Sciences 1, 16 Credits
  • Principles of Physiotherapy Practice, 16 Credits
  • Neuromusculoskeletal Physiotherapy, 16 Credits
  • Applied Research Methods, 16 Credits
  • Clinical Sciences 2, 16 Credits
  • Physiotherapy Clinical Practice (Cardiopulmonary & Orthopaedic Conditions), 24 Credits
  • Physiotherapy Clinical Practice (Neurological Conditions & Community Physiotherapy), 24 Credits

    Compulsory Modules, NQF Level 8, 128 Credits
  • Principles of Physiotherapy, 32 Credits
  • Physiotherapy Clinical Practice A, 32 Credits
  • Physiotherapy Clinical Practice B, 32 Credits
  • Physiotherapy Research, 32 Credits 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate competence in clinical skills i.e. assessment and analysis of the assessment findings following adequate exposure to a range of clinical conditions representative of the profession.
    2. Demonstrate the ability to function as a first line practitioner, identify conditions beyond the scope of physiotherapy and refer to the appropriate health professional.
    3. Demonstrate competence in developing intervention programmes and be able to explain the rationale in terms of planning and implementation of intervention for different clinical areas and diagnoses, one-to-one / large numbers and different levels of care
    4. Demonstrate the ability to implement appropriate management programmes across the scope of physiotherapy.
    5. Demonstrate attributes of a well-rounded healthcare professional with ability to provide health promotion, disease / injury prevention and disability awareness programmes to individuals, families, groups and communities. (includes the development of graduate attributes and/or critical competencies (e.g., communicator, scholar, professional, collaborator, leader, health advocate and manager).
    6. Engage in the continuous enhancement of professional and research activities in a manner that will foster life-long ,self-managed learning. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for ELO 1:
  • Conduct a subjective and objective assessment of patients, create a problem list from the assessment, and create and implement a treatment plan for patients.
  • Conduct a needs analysis in communities and the greater population, determine the role they can play in improving the quality of health and execute an intervention plan while acting in an ethical and professional manner.

    Associated Assessment Criteria for ELO 2:
  • Refer patients to other healthcare professionals when necessary, ensuring all interactions are ethical and professional.
  • Clarify the roles of learners within healthcare teams to other team members, patients, and stakeholders, using clear and professional communication.
  • Develop and implement assessments and treatments based on evidence-based methods and a multidisciplinary team approach.

    Associated Assessment Criteria for ELO 3:
  • Utilize theories of professional communication and therapeutic relationships in practice.
  • Apply ethical and professional principles to build relationships with patients, clients, caregivers, community leaders, and members.
  • Follow best practices and uphold ethical standards in all interactions with patients, clients, caregivers, and inter-professional team members.

    Associated Assessment Criteria for ELO 4:
  • Discuss the interrelationship between psychosocial factors, health and disability
  • Integrate psychosocial considerations such as managing a patient with chronic pain
    who has a history of trauma in classroom scenarios.
  • Recognize and address psychosocial factors during patient interactions, including
    their effectiveness in communicating with patients about these issues.
  • Reflect on their experiences with patients, particularly focusing on how they addressed
    psychosocial aspects of care.
  • Apply scientific and clinical concepts in real-world patient care scenarios and
    clinical assessments at healthcare facilities as well as laboratory and room settings.

    Associated Assessment Criteria for ELO 5:
  • Create a portfolio showcasing evidence of health advocacy efforts for the communities and populations that served in clinical practice.
  • Include documentation of work, such as case studies, project summaries, outreach initiatives, and testimonials that demonstrate impact on community health.

    Associated Assessment Criteria for ELO 6:
  • Develop a research proposal, obtain ethical clearance, conduct the research, produce a written research report, and relate the information orally during a presentation.

    INTEGRATED ASSESSMENT
    The assessment strategy incorporates formative and summative assessment methods. Some clinical modules have exams and others have Continuous Assessment. This approach enables learners to regularly track their progress, identify and address challenges as they arise. Throughout the programme, the learner is exposed to various assessment strategies for the theoretical and clinical components of the programme. It includes presentations and projects on approved topics, offering valuable insights into the complexities of practicing physiotherapy in a constantly evolving healthcare environment.

    Formative assessment:
    Formal formative strategies for all theory modules include written tests, seminars, case study analyses, Problem-solving based on case studies/ paper patients, and Objective structured practical examination (OSPE) to allow learners to demonstrate various competencies.
    For Work Integrated Learning (WIL):
    In clinical modules, the formative assessments comprise prepared patient treatments, unseen (unprepared) patient assessments, continuous evaluation marks, objective structured clinical examinations(OSCE), peer review, and portfolios. Most of the marks are obtained from physical patient interactions.

    Summative Assessment:
    Written examination, practical (OSPE's), and clinical patient assessments and treatments. All assessments include prerequisite module content to ensure the integration of knowledge gained.
    In clinical examinations, learners must incorporate/synthesise knowledge gained in all aspects of physiotherapy relevant to the clinical area assessed.

    Summative assessment for exit module: written examination, oral case presentations, practical and clinical patient assessments and treatments by National external examiners.
    Exit-level examination to comprehensively evaluate knowledge, skills, and attitudes for functioning in a clinical context with regard to the scope of practice. The assessment strategy incorporates formative and summative assessment methods. Some clinical modules have exams and others have Continuous Assessment. This approach enables learners to regularly track their progress, identify and address challenges as they arise. Throughout the programme, the learner is exposed to various assessment strategies for the theoretical and clinical components of the programme. It includes presentations and projects on approved topics, offering valuable insights into the complexities of practicing physiotherapy in a constantly evolving healthcare environment.

    Formative assessment:
    Formal formative strategies for all theory modules include written tests, seminars, case study analyses, Problem-solving based on case studies/ paper patients, and Objective structured practical examination (OSPE) to allow learners to demonstrate various competencies.
    For Work Integrated Learning (WIL):
    In clinical modules, the formative assessments comprise prepared patient treatments, unseen (unprepared) patient assessments, continuous evaluation marks, objective structured clinical examinations(OSCE), peer review, and portfolios. Most of the marks are obtained from physical patient interactions.

    Summative Assessment:
    Written examination, practical (OSPE's), and clinical patient assessments and treatments. All assessments include prerequisite module content to ensure the integration of knowledge gained.In clinical examinations, learners must incorporate/synthesise knowledge gained in all aspects of physiotherapy relevant to the clinical area assessed.

    Summative assessment for exit module: written examination, oral case presentations, practical and clinical patient assessments and treatments by National external examiners

    Exit-level examination to comprehensively evaluate knowledge, skills, and attitudes for functioning in a clinical context with regard to the scope of practice. 
    		•

    INTERNATIONAL COMPARABILITY 
    The two qualifications selected for comparison to this qualification is: Physiotherapy BSc (Hons) offered by Brighton University, United Kingdom and the Bachelor of Physiotherapy offered by the University of Canberra, Australia. The Physiotherapy BSc (Hons) has a duration of three years, while this qualification and the Bachelor of Physiotherapy offered by the University of Canberra has a duration of four years.
    While these two qualifications are different in terms of duration and entry requirements, they were selected because of their similarities in curricula.

    Qualification purpose:
    The purpose of all three qualifications is similar in that they aim to prepare learners to become physiotherapists who will work closely with people of all ages who are affected by illness, inju-ry or disability, and a variety of other conditions affecting health and wellbeing. Learners will devise and provide individualised treatment programmes with compassion, patience and strong interpersonal skills. Physiotherapists help improve a person's quality of life through ad-vice, exercise and education.

    Entry requirements:
    Entry requirements for the three qualifications differ. The Physiotherapy BSc (Hons) require an A-level pass with Biology, Human Biology or PE or a BTec diploma with sports and exer-cise subjects. The Bachelor of Physiotherapy offered by the University of Canberra have a number of possible entry routes, including work experience.

    The learning outcomes for the Bachelor of Physiotherapy offered by Canberra University align with the learning outcomes of this qualification and speak to the curriculum of the Physiother-apy BSc (Hons). These include knowledge of anatomy, patient care, physiotherapy assess-ment, rehabilitation exercise, research methods in healthcare and practice placement. The Bachelor of Pharmacy and this qualification include a research project.

    Clinical practice placements are essential to the three programmes and all learners are re-quired to complete clinical practice. Practice placement comprises on average 1000 hours over the duration of the course.

    Articulation:
    The articulation pathways for the three qualifications are different. The Bachelor of Physiotherapy offered by the University of Canberra articulates to a Bachelor of Physiotherapy Honours while this qualification articulates to a Master of Physiotherapy or a Master of Health Sciences and the Physiotherapy BSc (Hons) articulates to an Advanced Physiotherapy MSc. 

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

    Horizontal Articulation:
  • Bachelor of Health Sciences Honours, NQF Level 8.

    Vertical Articulation:
  • Master of Physiotherapy NQF level 9.

    Diagonal Articulation
    Bachelor of Physiotherapy articulate to a Master of Health Science NQF level 9 and Master of Public health NQF level 9. 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.