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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Complementary Medicine in Unani-Tibb Medicine 
SAQA QUAL ID QUALIFICATION TITLE
96103  Postgraduate Diploma in Complementary Medicine in Unani-Tibb Medicine 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  128  Not Applicable  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   2031-06-30  

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 this qualification is to equip learners with the necessary clinical skills to diagnose and treat patients using the traditional-health philosophy and methods of Unani-Tibb. Such skills will be equivalent to international standards, and will enable learners to meet the requirements to register with the Allied Health Professions Council of South Africa (AHPCSA).

The qualification will also provide learners with a foundation for continuous life-long learning in the profession and with skills to pursue research within the discipline. Also be able to equip learners with problem solving skills so as to enable them to use such skills in a clinical condition and be able to diagnose, check for signs and symptoms of disease and conditions as presented by the patient; using referral systems within the region; to have knowledge of the scope of practice of a (registered primary healthcare nurse, medical doctor or clinical pharmacist); to ensure health delivery systems are in place; to understand pharmacology related to trade name, generic names, adverse effects and drug related substances. Lastly learners will be able to understand the relevant acts related to the practice as well as understand the concept of comprehensive health care and health promotion.

Rationale:
Unani-tibb is a form of traditional medicine practiced in countries of the Middle East and South Asia. It refers to a tradition of Graeco-Arabic medicine, which is based on the teachings of Greek physicians Hippocrates and Galen, and developed into an elaborate medical system in the Middle Ages by Arabian and Persian physicians.

According to Unani-tibb medicine, management of any disease depends upon the diagnosis of disease. In the diagnosis, clinical features, i.e., signs, symptoms, laboratory features and temperament are important.

Around the world there is undeniably, a substantial swing away from orthodox medicine to the complementary and alternative medicine (CAM) systems.

Unani-Tibb is the eleventh modality of the Allied Health Professions Council of South Africa (AHPCSA). The AHPCSA is responsible for regulating the practice and training of Complementary and Alternate Medicine (CAM) healing modalities, which includes amongst others, Homeopathy, Chiropractic, Chinese Medicine, Phytotherapy and Aromatherapy. Practitioners and therapists of the modalities approved by the AHPCSA are required to register with the AHPCSA in order to practice in South Africa. The opening of a Register for Unani-Tibb practitioners was approved at an AHPCSA meeting on the 19th of August 2001.

Relevance of the qualification to healthcare in South Africa:
Of the challenges facing health provision, limited human resources are one of the main difficulties faced by the Department of Health (DoH), especially within the context of medical doctors not participating in the public sector or leaving the country. Community health workers such as nurses and mid-level workers who are more likely to remain in the country and also amenable to practice in rural areas will benefit from this qualification as their active participation with a broader scope of practice at primary healthcare level will be beneficial in transforming the health system in a cost effective and efficient manner.

The qualification, which is aimed at nurses with a primary healthcare qualification or medical doctors, will enable such individuals to play an important role in this transformation and the provision of assessable and comprehensive care for all South Africans. The qualification will provide additional diagnostic and cost effective treatment options that will enable them to manage illness conditions, especially chronic conditions more effectively. This in turn will reduce the admissions and complications to hospitals and the overall cost of healthcare. Furthermore, the qualification has been well received by primary healthcare nurses as it is evident from the list of qualified Unani-Tibb practitioners, most of whom have entered the programme with a primary healthcare qualification.

It is anticipated that with the Unani-Tibb Register now opened, and the reimbursement from medical aid schemes by the end of the year (2009), recruitment into the qualification will increase substantially and thereby positively impact health provision in our country.

Relevance of the qualification to healthcare education in South Africa:
The Unani-Tibb Postgraduate Diploma will provide additional options to healthcare professionals in expanding their diagnostic and treatment capabilities. The qualification has a research component that forms the basis for expanding the learner's studies opportunities to a Masters level study. The similarity between Unani-Tibb and African Traditional Medicine also provides numerous opportunities for research within the South African context. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In both the public and private sectors presently, there are hundreds of registered 'professional nurses' who work in a primary healthcare setting but are not accredited to practice as 'Clinical Nurse Practitioners' with the South African Nursing Council (SANC). This particular cadre of nurses have only completed the in-house training ('clinical nurse practitioner' qualification) which was over six months, which is not recognised by SANC. Accordingly, these nurses are not fully functional at public and private sector clinical sites to optimally perform their responsibility as the backbone of the public healthcare system in South Africa.

In order for these 'potential' primary health care nurses to gain access to the Postgraduate Diploma (Unani-Tibb), they will have to be up skilled by submitting to a process of Recognition of Prior Learning (RPL) as dictated to by the institution's policy to gain access to the qualification.

Entry Requirements:
For access to this qualification, learners will need to have:
  • Bachelor of Technology Degree in Nursing (Primary Healthcare).
    Or
  • An equivalent qualification which is recognised by South African Nursing Council (SANC) and is allowed to practice as 'clinical nurse practitioner'.
    Or
  • Bachelor of Medicine or Bachelor of Surgery (MB.ChB).
    Or
  • Bachelor of Pharmacy (Clinical Medicine).
    And
    Learners have to be currently registered with their relevant professional bodies, e.g. SANC, HPCSA, or Pharmacy Council. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of 12 compulsory modules at NQF Level 8, totalling 128 Credits:
  • Philosophy of Tibb, 8 Credits.
  • Aetiology in Tibb, 8 Credits.
  • Pathology in Tibb, 8 Credits.
  • Diagnosis in Tibb, 16 Credits.
  • Pharmacology and Herbal Medicine in Tibb, 16 Credits.
  • Therapeutics in Tibb, 16 Credits.
  • Tibb Illness Management I, 8 Credits.
  • Tibb Illness Management II, 8 Credits.
  • Tibb Illness Management III, 8 Credits.
  • Tibb Illness Management IV, 8 Credits.
  • Tibb Illness Management V, 8 Credits.
  • Research Project, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Examine, diagnose and treat the range of health problems presented in this profession using a variety of Unani-Tibb methods and solutions.
    2. Work with others as a member of a professional team, group, organisation or community.
    3. Make appropriate decisions when making referrals to professional colleagues.
    4. Prescribe and dispense basic herbal medicines and natural remedies.
    5. Evaluate appropriate use of remedies given contraindications and possible drug-remedy interactions.
    6. Plan and monitor the management of the lifestyle/ governing factors, nutritional therapeutics and regimental therapy programmes.
    7. Provide counselling and advice on indicated life-style changes.
    8. Sustain personal development and learning through continuous professional development and/or research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • A holistic approach is demonstrated in appropriate care throughout the lifespan of clients and in a range of contexts.
  • Appropriate scientific foundations and theoretical frameworks are applied in Unani-Tibb care.
  • An appreciation of the role the philosophical values play in the Unani-Tibb profession are demonstrated.
  • Empathy and sensitivity are demonstrated in Unani-Tibb care in a range of contexts.
  • Scientific Unani-Tibb care is provided to the individual, family and community.
  • A caring philosophy in rendering a comprehensive Unani-Tibb practice is integrated and practiced.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Unani-Tibb practice is monitored for quality and appropriateness.
  • Effective planning and implementation of an integrated health service is carried out in collaboration with teams at different levels within and across health services.
  • Leadership within the multidisciplinary health teams, organisation and special interest groups which are considered key to client care is demonstrated.
  • Negotiating and presentation skills are demonstrated in labour political and financial contexts.
  • Material and financial resources which are provided is utilised optimally.
  • The numbers are quantified and the skill mix of nursing, health and other personnel required is qualified to provide Unani-Tibb care in collaboration with stakeholders.
  • Client's health needs are managed responsibly and accountably.
  • Collaboration across all levels and sectors are established and maintained.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The legal statutory and ethical aspects of Unani-Tibb practice are applied according to acceptable standards.
  • The rights of the clients are protected and the safety and well-being of clients are ensured.
  • The profession is promoted through assertive participation, at different levels in health related activities.
  • Subjective data is assessed and is obtained from an interview and the objective data is obtained from the appropriate physical examinations.
  • Knowledge of relevant pathological conditions is applied in a variety of settings.
  • An appropriate clinical diagnosis is made based on history and examination.
  • Intervention strategies appropriate to the diagnosis are planned.
  • Within the ethical and legal framework is practiced relevant to the profession.
  • Acting as an advocate for the client and the profession is demonstrated in rendering quality care.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Medicines in a primary healthcare environment within the framework of the legal parameters are managed to ensure safety, efficiency, and quality.
  • Herbal medicine and natural remedies is prescribed and is dispensed rationally.
  • The patient is provided with appropriate information and education where appropriate.
  • Appropriate aspects of relevant legislation to the professional practice is applied when prescribing and dispensing medication.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Patients with specific illness are managed at each level safely and effectively (according to local treatment regimens) of the life span.
  • Knowledge of basic and systemic pharmacology is applied appropriately.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Contribution toward the development, implementation and evaluation of policies are made to promote optimal levels of health.
  • Different models and approaches to health promotion at all levels of health care are identified.
  • An understanding of the concept of health promotion is demonstrated.
  • Health promotion needs and problems of a community are identified.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Lifestyle changes and related concepts are conceptualised.
  • Appropriate policies and guidelines relevant to the practice are identified.
  • An effective wellness program is developed.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Potential areas to enhance the role of the Unani-Tibb practitioner for collaboration and empowerment are identified.
  • Ethical principles are applied which will protect participants and investigators from harm or exploitation when conducting research.
  • Health trends within the relevant context of Unani-Tibb are identified.
  • Identify discrepancies between practice and policy related to Unani-tibb and holistic medicine is identified.
  • Literature relevant to diagnosis, screening and intervention is evaluated.
  • Research and epidemiological data is analysed using appropriate methods.
  • Findings of research and epidemiological analyses are interpreted in accordance with the accepted norms and standards.
  • Ethical principles and policies are accessed.
  • Institutional ethical policy guidelines are applied adequately.
  • Applied research relating to Unani-tibb and holistic medicine is planned and participated in.

    Integrated Assessment:
    Assessment practices will be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way, so that an integrated approach to assessment is incorporated into the qualification. Information regarding the assessments as well as the marking rubrics (where relevant) will be provided in the relevant module study guides.
    Learning, teaching and assessment are inextricably interwoven. Learning outcomes will be aligned to the teaching methods and will be addressed in the assessments.

    Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification will be integrated.
    Assessment of fundamentals will be integrated as far as possible with other aspects - e.g. theory and workplace learning. Practical contexts such as case scenarios and work placements will be used wherever possible. A variety of assessment methods will be used however, the assessment tools and activities will be appropriate to the context in which the learner will work after graduating. In addition to assessing learners in the workplace, simulations, case studies, role-plays and other similar strategies will be used to provide a context that is similar to the workplace.

    During integrated assessments, the assessor will make use of a range of formative and summative assessment tools and methods - where formative feedback will be provided to the learner to enable them to improve their work before the summative assessment is due or takes place. Combinations of workplace learning, practical, applied theory, foundational knowledge and reflective competencies will be assessed.

    Assessments will ensure that the exit level outcomes are evaluated in an integrated manner throughout the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    The University of Tasmania in Australia offers the Graduate Certificate in Evidence-Based Complementary Medicines. Complementary and alternative medicine (CAM) refers to a broad domain of healing resources that encompasses all health systems, modalities, and practices and their accompanying theories and beliefs, other than those intrinsic to the politically dominant health system of a particular society of culture in a given historical period. This course has been developed to assist health professionals in developing the evidence-based knowledge and skills required to meet the consumer demand for CAM products as well as satisfying their professional and ethical responsibilities. It is a part time, postgraduate course and is offered online only. It consists of modules taught by the Faculty of Health, School of Medicine.

    The purpose of this qualification is to enable learners to:
  • Confidently initiate conversations about CAM use.
  • Determine the appropriateness of CAMs for your patients in light of other available treatment options and safety issues.
  • Apply the principles of evidence-based medicine to the CAM domain.
  • Utilise CAMs, where clinically appropriate, to assist in the management of common clinical conditions.
    World Association of Integrated Medicine is located in India and in the United States of America whereby the Postgraduate Diploma in Integrated Medicine is being offered.

    Purpose:
    It is designed and dedicated to provide the integrated medical education to the officially qualified learners and practitioners of modern and traditional medicine with an opportunity to enhance their academic growth (knowledge and skills) from a Postgraduate Diploma, to Advanced Studies and Research levels. Furthermore these learners will be able to provide a quality service to the patients and to help the community to lead a long productive life.

    Thus the purpose of the qualification is:
  • To enrich modern medicine with traditional principles, diagnostics and therapeutics tools and techniques.
  • To provide the possible scientific backgrounds to the traditional medicine for more effective, efficient and productive health care delivery to the masses.
  • To bridge the existing gaps between modern and traditional systems of treatment and healing.

    Rationale:
    Integrated Medicine is defined as combination or unification of modern and traditional medicine and healing in its teaching, training, treatment, research and national implementation on possible scientific grounds. The best is the combination of all the aspects i.e. principles, diagnostics and therapeutics, but it could be made even at any one. The modules of the curriculum of integrated medicine have a wide range and vary from country to country depending on availability of traditional medicine and healing. The traditional medicines are available in various names such as indigenous, unorthodox, ethno, fringe, folk, unofficial, traditional medicine and healing in the different parts of the world. All these systems of treatment and/ or healing are used as complementary/alternative to modern medicine (conventional medicine) so it is also called complementary/alternative medicine. These systems in most of the developed countries are called complementary medicine (CM) and in most developing countries are called alternative medicine (AM) and when in combination it is called complementary alternative medicine (CAM). Many countries are still having their strong traditional systems of treatment and healings as their official system. Some of the countries have acquired these traditional systems in their countries and practice as complementary/alternative medicine.

    Possible Scientific Grounds: - Integrated Medicine considers that there is no scientific mean to measure all the aspects of traditional medicines or systems on modern scientific parameters. Thus, the integration of traditional medicine cannot be bound in strict scientific boundaries and the term Possible Scientific Grounds has been used.

    Conclusion:
    Although the titles of each of the qualifications may differ however, this qualification compares favourably with similar qualifications in the international arena in terms of purpose and rationale. 
    		•

    ARTICULATION OPTIONS 
    This qualification can enable articulation both horizontally to a Bachelor of Complementary Medicine: UnaniTibb Medicine at NQF Level 8 as well as vertically to a Master of Health Sciences in Homoeopathy at NQF Level 9. 

    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 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. Cape Peninsula University of Technology 


    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.