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 Arts in Speech and Hearing Therapy 
SAQA QUAL ID QUALIFICATION TITLE
9097  Bachelor of Arts in Speech and Hearing Therapy 
ORIGINATOR
University of Witwatersrand 
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  Field 09 - Health Sciences and Social Services  Rehabilitative Health/Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  Level N/A: Pre-2009 was L6  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   2033-06-30  

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 produce competent professional graduates in the field of speech-language pathology and audiology, who will be able to deliver a service to communicatively disordered clients.

The purpose of the qualification is also to enhance the career of the graduate by laying the foundation for further academic and clinical study.

Further, the purpose of the qualification is to produce graduates who can contribute to the economy and social well-being of South Africa by preventing and minimising the serious educational, social and vocational consequences of communication disorders. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Formally Accredited Learning and Other Qualities
The typical applicant has a qualification equivalent to a matriculation with full exemption, or other University-approved equivalent qualification, with English and Mathematics at a particular level of competence, plus an interest in and ability to relate to and interact with communicatively disordered clients - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning:

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission. 

RECOGNISE PREVIOUS LEARNING? 
Y 

EXIT LEVEL OUTCOMES 
1. The qualifying learner is able to access and process information using a range of technologies:
1.1 Understand key defining concepts, meaning of texts, arguments, position
1.2 Use basic specialist resources.

2. The qualifying learner is able to communicate and produce information using a range of technologies:
2.1 Understand academic conventions
2.2 Understand own position in relation to debates
2.3 Demonstrate basic computer literacy.

3. The qualifying learner demonstrates critical analytic competence and problem solving:
3.1 Understand how knowledge is reported within disciplines
3.2 Apply knowledge and understand critical approaches to knowledge
3.3 Understand debates, concepts, issues and concerns.

4. The qualifying learner demonstrates research competence:
4.1 Apply knowledge and understand the relevant literature
4.2 Recognise the scientific basis of the profession and understand basic methods of science, including inquiry, problem solving and the systematic pursuit of knowledge.

5. The qualifying learner shows competence to manage her/himself:
5.1 Apply the knowledge needed for self-directed, independent learning and practice
5.2 Apply the knowledge necessary for on-going professional development
5.3 Become increasingly purposeful, self-aware, and independent in professional development and practice
5.4 Demonstrate integration of professional ethical values.

6. The qualifying learner demonstrates social competence:
6.1 Apply the knowledge of individual, group and community diversity, dynamics and processes
6.2 Show self-awareness of the professional role of others
6.3 Understand the importance of collaborative processes.

7. The qualifying learner shows ecosystemic competence:
7.1 Identify areas requiring investigation in the most suitable manner through:
  • Identification of priorities in relation to case history, service delivery model of organisation, cultural background and current literature research
  • Selection of tools to appropriate client's needs, abilities and cultural background
    7.2 Understand the role of other professional and stakeholders in the implementation of a treatment programme
    7.3 Understand the relationship between the individual and local, national and global issues.

    8. The qualifying learner shows disciplinary and/or professional competence (can substitute field of enquiry for discipline):
    8.1 Show understanding and justification of feasible termination criteria
    8.2 Review and evaluate goals on a regular basis
    8.3 Show flexibility in implementation of programme in line with needs and environment of client
    8.4 Integrate Speech-language pathology intervention with team management of the client
    8.5 Justify all management decisions
    8.6 Demonstrate awareness of role of others and willingness of others to work in a team.

    Critical Cross-field Outcomes:

    a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 3 & 4.

    b) "Working with others as a member of a team, group, organisation, community" - see ELO 6.

    c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 5.

    d) "Collecting, analysing, organising and critically evaluating information" - see ELO 1.

    e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 2 & 4.

    f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 1, 2, 4 & 7.

    g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO 7.

    h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
  • (i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO 5.
  • (ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 7; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.
  • (iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO 6.
  • (iv) "Exploring education and career opportunities" - see ELO 5.
  • (v) "Developing entrepreneurial opportunities" - see ELO 7 & 8. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The qualifying learner is able to:

    1.1 Develop appropriate databases search strategies and a selection criteria
    1.2 Collect, select, organise, interpret and critically evaluate different kinds of data.

    2.1 Use written and spoken language with skill and flexibility
    2.2 Synthesise information to articulate clearly sustained arguments
    2.3 Apply appropriate information.

    3.1 Integrate and criticise subject matter of a discipline, policy or programme
    3.2 Extrapolate and integrate information and theory to solve problems and plan actions within a specific contexts.

    4.1 Conduct small scale research projects using the appropriate disciplinary conventions
    4.2 Use research data to inform practice
    4.3 Seek appropriate collaboration with research specialists in order to research questions which are derived from clinical practice.

    5.1 Generate his/her own solutions/strategies to difficulties
    5.2 Be a purposeful learner
    5.3 Make connections between university knowledge and skills, and professional practice.

    6.1 Work constructively with diversity
    6.2 Demonstrate awareness of role of others and willingness to work in a team
    6.3 Demonstrate independence, initiative, creativity and purposefulness in professional research and practice: work collaboratively; integrate feedback into own and group development; use interpreters and other personnel where necessary.

    7. Evaluate, plan and execute professional services ecosystematically.

    8.1 Establish the client's past and present status
    8.2 Identify potential etiological factors
    8.3 Use integrated information in conjunction with the Speech-language pathology knowledge base in order to negotiate and derive appropriate therapy plan
    8.4 Seek regular meetings and feedback with the role players by establishing networks of professional support
    8.5 Ensure continuing and regular review process of therapy techniques and results
    8.6 Communicate outcome of any procedures to the client
    8.7 Maintain objective, dated, quantitative and qualitative progress notes and justify and document variation from negotiated programmes
    8.8 Write and send reports on progress after obtaining consent from client
    8.9 Conduct procedures to facilitate clients understanding, recovery from or adjustments to the communication problem.

    Integrated Assessment:

    The final assessment practices include criteria pertaining to all the outcomes for the degree to ensure that these outcomes are integrated with one another. Learners are expected to apply the knowledge, skills and values from the disciplines they have studied to issues and problems in Communication disorders and the Social Sciences.

    ASSOCIATED VALUES:
    The qualifying learner is aware of the importance of the need to:

    1.1 Fully understand that accurate representation and acknowledgement of work of others is essential in research and other reports
    1.2 Commit him/herself to evaluate published research and clinical resources in terms of their implications for communicative disorders.

    2.1 Respect and acknowledge ownership of intellectual property
    2.2 Show a full awareness of responsibility and integrity in the production and communication of information.

    3.1 Be sensitive with regards to different ways of constructing knowledge.
    3.2 Recognise the importance of applying knowledge in an ethically sensitive manner.

    4. Take ethical responsibility with respect to research subjects.

    5.1 Value the process of life-long learning
    5.2 Be creative and use initiative
    5.3 Recognise the limits of professional competence.

    6.1 Recognise and value diversity
    6.2 Recognise and value collaborative processes
    6.3 Believe in people's capacity to change.

    7. Appreciate and deal sensitively with the multiple perspectives of people.

    8.1 Show commitment to ethical values of the profession
    8.2 Recognise major ethical debates surrounding speech language pathology and audiology practice
    8.3 Accept personal responsibility for the consequences of his/her professional behaviour. 

    ARTICULATION OPTIONS 
    Except at entry level, this section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

    Further, an applicant registered at this University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first part (e.g. half/third) or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

    Entry to the qualification:
    A qualification equivalent to a matriculation with full exemption, or other University-approved qualification, with English and Mathematics at a particular level of competence, plus an interest in and ability to relate to and interact with communicatively disordered clients.

    Articulation during the qualification:
    No formal articulation.

    On completion of the qualification:
    A qualifying learner may proceed to the M.A in Speech Pathology degree, or another appropriate postgraduate qualification provided that he/she has a Bachelor of Arts in Speech & Hearing Therapy which needs normally to have been achieved with a certain minimum percentage. 

    MODERATION OPTIONS 
    Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, the Health Professions Council of South Africa performs moderating functions and whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider. 

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

    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 Witwatersrand 


    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.