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 THAT HAS PASSED THE END DATE:

Advanced Diploma: Applied Physiology

SAQA QUAL ID	QUALIFICATION TITLE
9526	Advanced Diploma: Applied Physiology
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
Advanced Diploma	Field 09 - Health Sciences and Social Services		Curative Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 7	Level TBA: Pre-2009 was L7	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

This qualification provides learners with an introduction to the basic health sciences of applied physiology with a specialisation and lays the basis for further learning. The purpose of the qualification is to develop specialised skills and knowledge in either the branch of Exercise Science or the branch of Nutritional Science. The qualifying ADipAP diplomate is competent to apply specialised knowledge, tools and techniques in the above areas so contributing to the need in our country for exercise or nutrition physiologists. Further the purpose of the qualification is to produce diplomates who may proceed to a masters level.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A learner must have previously gained a knowledge and understanding of both the structure and content of the discipline of physiology and of related concepts and knowledge systems underlying the discipline. The learner should have had opportunities to use his/her knowledge to solve problems independently while considering the implications. This may have been achieved either by formally accredited learning or in part by experiential or work-based learning in physiology.

FORMALLY ACCREDITED LEARNING
The typical applicant has a BSc(Hons) in Physiology of the University, or equivalent qualification approved by the Senate, and is required to have completed the degree such that the levels would give the candidate a reasonable chance of reaching the specified outcomes, in order to meet the requirements for registration for an Advanced Diploma in Applied Physiology.

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?

EXIT LEVEL OUTCOMES

EXIT LEVEL OUTCOMES

The qualifying learner
1. demonstrates an understanding of the boundaries, inter-connections, value and knowledge creation systems of applied physiology within the sciences.
2. demonstrates an understanding of specified bodies of content and their inter-connectedness.
3. generates, explores and considers options and makes decisions about ways of seeing systems and situations, and considers different ways of applying and integrating knowledge to solve theoretical, applied or real life problems.
4. reflects on possible implications for self and system of different ways of seeing and intervening in systems and situations.
5. demonstrates an understanding of key aspects of specified scientific systems and situations.
6. demonstrates an ability to reflect on and engage with own paradigms and engage with other peoples' paradigms.
7. demonstrates an ability to reflect with self and others, critical of own and other peoples' thoughts and actions, and capable of self-organisation and working in groups in the face of continual challenge from the environment.
8. demonstrate consciousness of, and engagement with own learning processes and the nature of knowledge, and awareness how meaning and new knowledge can be created as well as exercising judgement on existing knowledge.
9. demonstrates an ability to conduct himself/herself as an independent learner and practitioner.

CRITICAL CROSS-FIELD OUTCOMES
a) identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made.
b) working with others as a member of a team, group, organisation, community.
c) organising and managing oneself and one's activities responsibly and effectively.
d) collecting, analysing, organising and critically evaluating information.
e) communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
f) using science and technology effectively and critically, showing responsibility towards the environment and health of others.
g) demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
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;
ii. participating as responsible citizens in the life of local, national and global communities;
iii. being culturally and aesthetically sensitive across a range of social contexts;
iv. exploring education and career opportunities.
v. Developing entrepreneurial opportunities.

ASSOCIATED ASSESSMENT CRITERIA

A. The learner must demonstrate an ability to consider a range of options and make decisions about:
1. methods for integrating information to solve complex problems.
2. selecting an appropriate method for communicating a set of data from a limited range of options.
3. appropriate use of numerical quantitative techniques.
4. appropriate methods to carry out investigations to solve problems.
5. appropriate techniques to be used in the chosen discipline.
6. learning and organisation of work.
7. ways of seeing systems and situations, and to consider different ways of applying and integrating scientific knowledge to solve theoretical, applied or real life problems.
8. the most appropriate personal learning strategies.
9. awareness of quality control, scientific standards and ethical norms as they pertain to the application of their chosen discipline in research and the work place.
10. awareness of the career path and professional responsibilities that accompany their chosen discipline.

B. The learner must demonstrate an understanding of:
1. the use of critical thinking and logic in analysing situations.
2. information storage and retrieval systems.
3. basic computing skills.
4. modes of communicating, interpreting and translating data.
5. how to prepare a written scientific document in a manner acceptable to the scientific community and how to design, execute and present.
6. how to check for plausibility of data.
7. the use of numerical quantitative techniques to check for the plausibility of data.
8. various uses of numerical methods to analyse data.
9. the importance of scientific paradigms and methods in understanding scientific concepts and their changing nature.
10. how to design and carry out scientific investigations and interpret data.
11. fundamental techniques in the discipline.

C. The learner must demonstrate an ability to reflect on and critically evaluate:
1. the relative merits of issues raised by science and the relevance of science to everyday life.
2. the effect, use and consequences of science and technology in global issues.
3. the use of investigative techniques and their strengths and weaknesses.
4. own and other peoples' participation in a culturally and racially diverse learning situations and society.
5. the appropriateness of own interventions including strengths and weaknesses and possible future improvement of these.
6. successes, strengths and weaknesses and possible improvement of personal learning strategies.
7. scientific paradigms and methods in understanding scientific concepts and their changing nature.
8. the practice and application of knowledge and understanding they have acquired of their chosen discipline in the workplace.
9. their self-organization, team work and group co-ordination activities in their chosen discipline.
10. their responsibility towards the environment, as well as the work place and the people within it.

INTEGRATED ASSESSMENT
Formative assessment is undertaken on a continuous basis, incorporating seminar presentations and papers, coursework assignments and tasks. Such methods assess students' progress towards the professional and academic competencies set out in the exit level outcomes listed above. The assessment instruments are designed to integrated practical, theoretical and reflexive competence. Furthermore in order to pass a course, and, finally, in order to qualify, the learner must demonstrate the specialised knowledge acquired. Summative assessment may by conducted by means of oral and written examinations or examination equivalent assessments. These assessment instruments are designed to integrate practical, theoretical and reflexive competence.

ARTICULATION OPTIONS

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 the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first half 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
BSc (Hons) of the University, or equivalent qualification.

ARTICULATION DURING THE QUALIFICATION
No formal articulation.

ON COMPLETION OF THE QUALIFICATION
On successful completion of the Diploma, and with the submission and approval of a Research Report, the learner qualifies for the MSc(Med) in Applied Physiology.

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, 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 2006; 2009; 2012; 2015.

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	University of Witwatersrand