Diploma in Somatology

Purpose

The revised qualification is consonant with the Higher Education Qualifications Sub-Framework (HEQSF) purpose and characteristics of a Diploma as it is primarily vocational in nature. The envisaged qualification requires a sound understanding of theoretical principles in the field of Somatology as well as a combination of general and specific somatic procedures and the application there off. The purpose of this Diploma is to develop students who can demonstrate focused knowledge of basic and advanced skin and body care treatments. Learning outcomes, Degree of curriculum choice, teaching and learning methods, modes of delivery, learning materials and expected completion time cater for the learning needs of its target student intake.

Rationale

The rationale of the qualification is to train learners who should be able to

• Treat a client by applying basic and specialised (variety) somatic therapies, using and incorporating manual techniques, electrical equipment and products to improve and maintain health and well-being.
• Demonstrate sound interpersonal relations and behaviour in terms of professional standards and ethics.
• Co-ordinate business activities in the application of the Somatology practice to emulate a professional caring environment.

Recognition of Prior Learning (RPL)

In line with the Central University of Technology (CUT) RPL policy, this qualification may be achieved in part or in whole through the Recognition of Prior Learning, at the discretion of the institution (provider). A structured process for the assessment of individual learners will be followed against the Exit Level Outcomes of the qualification on a case-by-case basis. Independent assessors will moderate this process and assessment of individual cases. It is the policy of CUT to facilitate access to public higher education, especially to persons who were previously disadvantaged in terms of access to public higher education, by recognizing prior earning achievements of individuals irrespective of how their learning achievements were acquired. In this commitment the CUT records that its policy aim is not intended to accredit but to give due Recognition to Prior Learning achievements in determining access. It is the policy that aspirant students, who wishes to become students of the Learning Qualification through RPL, must present themselves together with credible evidence of learning achievements. It is also the aim to ensure that both the RPL process and outcomes, as an assessment procedure, be guided by the salient aspects of quality assurance a critical pre-requisite for maintaining acceptable procedures would be the following:

• Prior learning assessments can only be made against clearly formulated learning outcomes and modules prescribed by the curriculum for the Diploma: Tourism Management.
• RPL Application procedure: Prospective student completes the prescribed RPL form obtainable from Assessment and Graduation Services (AGS) of the CUT.
• The completed and signed form is submitted to the AGS.
• This form is channelled to the relevant Head of Department (HODs) office.
• The relevant HOD, as chairperson in conjunction with experts in the field for which Recognition of Prior Learning is requested, assesses the application.
• They then make their findings on a fit for purpose special form signed by all members of the departmental RPL committee.
• The relevant HOD meets with the chairperson of the Faculty RPL Committee to peruse the completeness of documentation and recommendation from the Departmental RPL committee.
• When the chairperson is satisfied with the documentation, he/she signs the fit for purpose form.
• The signed recommendation is then presented to EXCO for discussion and approval which all members must sign; EXCOs decision is then sent to AGS for implementation.
• Implementation involves AGS sending a letter to the applicant. An applicant can appeal the EXCO decision.
• A successful RPL applicant can now apply for the specific qualification for which RPL was sought and nothing else.

Entry Requirements

The minimum requirement for admission to a Diploma is

• A National Senior Certificate.

Or

• A Similar qualification.

This qualification comprises of compulsory modules at Level 5 and 6 totalling 372 Credits.

Compulsory Modules, Level 5, 129 Credits

• Microbial Hygiene I, 5 Credits.
• Business Management I, 10 Credits.
• Somatic Therapy Face I, 25 Credits.
• Science I, 10 Credits.
• Academic Literacy and Communication Studies, 12 Credits.
• Aesthetic Practices I, 10 Credits.
• Anatomy and Physiology I, 20 Credits.
• Numeracy, 6 Credits.
• Digital Literacy, 6 Credits.
• Somatic Therapy Body I, 25 Credits.

Compulsory Modules, Level 6, 173 Credits

• Science II, 10 Credits.
• Somatic Therapy Body II, 20 Credits.
• Anatomy and Physiology II, 20 Credits.
• Socio-Psychology I, 8 Credits.
• Somatic Therapy Face II, 20 Credits.
• Aesthetic Practices II, 5 Credits.
• Complimentary Therapies, 15 Credits.
• Business Management II, 10 Credits.
• Work Integrated Learning I, 15 Credits.
• Somatic Therapy Face III, 20 Credits.
• Aesthetic Practices III, 5 Credits.
• Business Management III, 10 Credits.
• Somatic Therapy Body III, 15 Credits.

Compulsory Modules, Level 7, 70 Credits

• Work Integrated Learning II, 45 Credits.
• Complimentary Therapies II, 15 Credits.
• Basic Pharmacology I, 10 Credits.

1. Sustainable Development: Graduates should be environmentally sensitive and should recognise their roles as socially responsible citizens who care for the common good of others, their country and environment.
2. Community engagement; Graduates should be socially engaged in their communities.
3. Entrepreneurship; Graduates should be entrepreneurial, industrious and be able to recognise opportunities and turn them into ideas for enterprises.
4. Innovation and problem solving; Graduates should be innovative, think creatively and critically and apply a range of strategies to solve/find solutions for real world problems.
5. Technologically literate; Graduates should be able to use information and communication technologies effectively.
6. Numerate; Graduates should be able to use basic mathematics, budgeting and financial management skills.
7. Communication; Graduates should communicate proficiently, in oral, written, presentation, information searching and listening skills. They should be assertive and articulate, be able to negotiate responsibly and persuade others effectively.
8. Technical and conceptual competence; Graduates should be able to demonstrate depth of specialised disciplinary knowledge and skills and be able to apply them in different contexts to solve problems.
9. Team work; Graduates should be able to work both independently and in teams, to manage their own learning, work and take responsibility for self while contributing to teams such as learning communities.
10. Citizenship and Global Leadership; Graduates should be able to make meaningful and positive contribution to society, be ethical and visionary leaders who can show leadership in different contexts.

The following Associated Assessment Criteria will be assessed in an integrated manner across Exit Level Outcomes

• Demonstrate the ability to improve and sustain health in clients, electrical equipment is used responsibly, products are environmentally friendly (e.g. not tested on animals) and biodegradable consumables are used.
• Demonstrate the ability to be involved in various community engagement activities.
• Demonstrate the depth of business acumen and display basic business skills.
• Demonstrate ability to apply theoretical knowledge that will lead to development of new ideas, methods, techniques, practices, products and services in a variety of contexts (technology, commerce, social systems, economic development and policy development).
• Demonstrate ability to be able to find fresh solutions and novel alternatives to solving old problems.
• Demonstrate ability to be assertive and articulate, be able to negotiate responsibly and persuade others effectively.

Integrated Assessment

Assessment is an integral part of the teaching and learning process and is systematically and purposefully used to generate data for grading, ranking, selecting and predicting, and for providing timely feedback to inform teaching and learning and to improve the curriculum. The Somatology Qualifications allows for an integrated approach to assessment is based on the use of appropriate and diverse assessment methods. The variety of assessment methods increase assessment opportunities and encourage academic success of the students. It also provides the opportunity for all students to excel in one or more methods of assessment creating a culture of success. In the assessment strategy as a whole, evidence of professional competencies must be demonstrated through a variety of options which includes case studies, problem solving assignments and strategies, logbooks, portfolio of learning materials, projects and presentations, written and oral examinations, authentic practical exercises and demonstrations. Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence. Integrated assessment should assess the ability of students to assess the physical condition of the client by applying appropriate methods and techniques, design a suitable treatment plan according to the assessed needs of the client, perform the treatment procedure according to the designed treatment plan and advise the client on improvement regimes in a professional manner (practical competence), understand the theoretical basis for these above mentioned actions (foundational competence), and reflect on and then make changes to their practices (reflexive competence).In addition, the qualification has appropriate policies and procedures in all modes of delivery for: Internal assessment of student learning achievements by academic staff responsible for teaching a course/module of the qualification in a system that includes internal moderation. External moderation of students learning achievements done by appropriately qualified personnel. Moderators are appointed in terms of clear criteria and procedures and conduct their responsibilities in terms of clear guidelines. Monitor the student's progress in the course of the qualification. Ensure the validity and reliability of assessment practices. Secure the reliable recording of assessment results. Settle student disputes regarding assessment results. Ensure the security of the assessment system, especially with regard to plagiarism and other misdemeanours and development of staff competence in assessment.