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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: |
| Postgraduate Diploma in Therapeutic Services |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 119987 | Postgraduate Diploma in Therapeutic Services | |||
| ORIGINATOR | ||||
| Central University of Technology, Free State | ||||
| 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 | Promotive Health and Developmental Services | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | Not Applicable | NQF Level 08 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0333/25 | 2025-07-10 | 2028-07-10 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2029-07-10 | 2032-07-10 | |||
| 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 |
| The primary purpose of the Postgraduate Diploma in Therapeutic Services is to strengthen and deepen the learner's knowledge in their field of specialisation. The qualification includes conducting and reporting research under supervision which will provide a sound platform for further postgraduate studies and research projects, thereby equipping learners with advanced theoretical knowledge, applied skills, and research competencies relevant to the therapeutic services field. Moreover, enabling the graduate to continue vertically towards master's and doctoral studies.
The qualification is ideal for somatologists and other healthcare professionals such as nurses and physiotherapists who wish to specialise in the field of aesthetics, palliative care, dermal therapies, or recuperative therapies. The learners will benefit from the qualification by means of enhanced professional competence, improved employability, and the ability to engage in evidence-based practice within clinical, wellness, and therapeutic environments. The qualification will be offered in blended learning mode and due to the nature of the facilitation (online discussions, etc.) learners will not need to be on campus for the entire duration of the qualification. The qualification supports both academic and occupational pathways by preparing learners for advanced and specialised roles within therapeutic services, as well as further postgraduate study and research. Upon successful completion of the qualification, a qualified learner will be able to: Rationale The qualification has been developed to provide the opportunity for graduates of the Advanced Diploma in Therapeutic Services to further their studies within their specialist field and to develop their research skills to enable them to continue with Postgraduate studies within the Therapeutic Services field. The qualification has been developed to further address the need for therapists that will bridge the gap that exists between the Somatology field and the medical field with specific reference to the aesthetic medicine and palliative care fields. This need is reinforced by the increasing complexity of therapeutic interventions and the demand for practitioners with advanced, research-informed competencies. Currently, training to provide these skilled therapists is not available in South Africa and a review of registered qualifications on the National Qualifications Framework confirms that there is no comparable Postgraduate Diploma that integrates these areas of specialisation, thereby demonstrating the uniqueness and necessity of this qualification. Aesthetic Medicine is one of the fastest-growing fields in local and international healthcare (Grand View Research Inc., 2016; Markets and Markets, 2018; Reuters, 2018). This growth is mainly driven by the growing adoption of minimally invasive and non-invasive aesthetic procedures such as laser, chemical peels, scar management, aesthetic facials with energy emitting devices, and permanent cosmetic procedures, increasing public awareness about cosmetic procedures, the availability of technologically advanced products, and the increasing demand for aesthetic treatments among men. These mildly invasive and non-invasive treatments require skilled therapists, and the lack of such therapists is one of the few factors currently limiting the further growth of this market (Grand View Research Inc., 2016). Recent industry feedback and discussions with various stakeholders (somatology advisory boards and medical/wellness practitioners) in the medical and somatology field have shown that there exists a need for such skilled therapists in South Africa (Ambrosio, 2018; Mail and Guardian, 2018; Somatology Advisory Board survey, 2018). Therefore, qualification will provide learners with the necessary skills and knowledge required by the industry to safely and effectively assist and/or perform non-invasive aesthetic treatments. Moreover, the qualification will contribute to economic growth by supporting the expansion of the wellness and aesthetic industries, improving service delivery standards, and increasing employment opportunities, while benefiting the community through improved access to safe, ethical, and specialised therapeutic services. The is designed for somatologists and healthcare professionals such as nurses and physiotherapists who wish to specialise in the field of aesthetics or palliative care. Therefore, the typical learners are professionals seeking to enhance their clinical expertise and transition into advanced or specialised therapeutic roles within the wellness, aesthetics, and supportive healthcare sectors. Depending on the area of specialisation, qualified learners' employment opportunities may include employment at aesthetic spas, medical aesthetic practices, oncology spas/centres and palliative care clinics/hospices. Furthermore, typical occupational roles include dermal therapists, advanced somatologists, and specialised therapeutic practitioners working within clinical, wellness, and healthcare environments. Additionally, the qualification also supports entrepreneurial opportunities and independent practice within the therapeutic services sector. Recent industry feedback and discussions with various stakeholders in the medical and somatology field have shown that there exists a need for higher-level qualifications and skilled therapist to support advanced practice in South Africa. Consultation was conducted with stakeholders including somatology advisory boards, healthcare practitioners, and industry representatives to ensure that the qualification aligns with current professional and industry requirements. Currently, in South Africa, the somatology industry has no professional body to regulate the industry. However, the qualification aligns with the professional standards and ethical requirements of the therapeutic services industry and supports registration with relevant professional associations. This qualification has been developed according to the Allied Health Professions Council (AHPCSA) Act specifications and the South African Association of Health and Skincare Professionals which may allow graduates to register as Somatologists. This qualification provides a pathway for Advanced Diploma graduates to further their studies within the therapeutic services field and to develop research competencies required for postgraduate education. Therefore, qualification forms part of a structured learning pathway that enables vertical progression to Master's and Doctoral qualifications within related disciplines. The qualification also supports the development of specialised competencies that bridge the gap between the somatology and medical fields, particularly within aesthetic medicine and palliative care. Moreover, from an occupational perspective, the post graduate diploma enables progression into advanced clinical and specialised roles, as well as continued professional development within therapeutic services. Therefore, the qualification supports both academic progression and career advancement, contributing to lifelong learning within the National Qualifications Framework. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification. RPL for access: RPL for advanced standing: An applicant who has already achieved some of the competencies expected for admission to, or progression within the Postgraduate Diploma in Therapeutic Services may be admitted despite lacking the conventional qualification pathway. In such an instance, the applicant's prior learning, knowledge, skills, and professional experience will be assessed to determine whether they are equivalent to the learning outcomes normally required for admission. This learning may have been acquired through formal studies, workplace experience, professional development, community engagement, short courses, research, or other forms of non-formal and informal learning. RPL for module exemption: Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module. RPL for credit: Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification. Credit shall be appropriate to the context in which it is awarded and accepted. Entry Requirements Or Or Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.
Compulsory modules, NQF Level 8, 48 Credits: Elective modules, Level 8, 72 Credits: (Select two modules from the following options): |
| EXIT LEVEL OUTCOMES |
| 1. Manage the operations of an aesthetic practice while maintaining a safe working environment in a clinical setting, always acting ethically and professionally.
2. Demonstrate the ability to identify, evaluate, and manage clients' complex needs by applying suitable recuperative therapies, ethically and professionally, and empower the client with relevant home care. 3. Manage clients' complex needs by applying suitable permanent cosmetic procedures, ethically and professionally, and supply the client with relevant home care. 4. Responsibly manage and operate in clinical practice in an ethical and professional manner, while understanding the roles and relationships of practitioners in therapeutic services and other related fields. 5. Critically reflect on and address problems within therapeutic services by synthesizing data, producing knowledge, and communicating ideas, solutions, and developments in a professional and academically acceptable manner. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification. RPL for access: RPL for advanced standing: An applicant who has already achieved some of the competencies expected for admission to, or progression within the Postgraduate Diploma in Therapeutic Services may be admitted despite lacking the conventional qualification pathway. In such an instance, the applicant's prior learning, knowledge, skills, and professional experience will be assessed to determine whether they are equivalent to the learning outcomes normally required for admission. This learning may have been acquired through formal studies, workplace experience, professional development, community engagement, short courses, research, or other forms of non-formal and informal learning. RPL for module exemption: Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module. RPL for credit: Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification. Credit shall be appropriate to the context in which it is awarded and accepted. Entry Requirements Or Or Or Or RULES OF COMBINATION This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits. Compulsory modules, NQF Level 8, 48 Credits: Elective modules, Level 8, 72 Credits: (Select two modules from the following options): EXIT LEVEL OUTCOMES 1. Manage the operations of an aesthetic practice while maintaining a safe working environment in a clinical setting, always acting ethically and professionally. 2. Demonstrate the ability to identify, evaluate, and manage clients' complex needs by applying suitable recuperative therapies, ethically and professionally, and empower the client with relevant home care. 3. Manage clients' complex needs by applying suitable permanent cosmetic procedures, ethically and professionally, and supply the client with relevant home care. 4. Responsibly manage and operate in clinical practice in an ethical and professional manner, while understanding the roles and relationships of practitioners in therapeutic services and other related fields. 5. Critically reflect on and address problems within therapeutic services by synthesizing data, producing knowledge, and communicating ideas, solutions, and developments in a professional and academically acceptable manner. ASSOCIATED ASSESSMENT CRITERIA Associated Assessment Criteria for Exit Level Outcome 1: Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Integrated assessment The qualification allows for an integrated approach to assessment based on the use of appropriate and diverse assessment methods. The variety of assessment methods increases assessment opportunities and encourages the academic success of the learners. It also provides the opportunity for all learners to excel in one or more methods of assessment creating a culture of success. 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 learners to assess the physical condition of the client by applying appropriate methods and techniques, designing a suitable treatment plan according to the assessment needs of the client, performing 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). The ratio of formative to summative assessment for this qualification is 40: 60. Furthermore, the qualification is practice-oriented and as described theory needs to be put into practice. This synergy between theory and practice is achieved via: Formative assessment: Formative assessment occurs continuously throughout the academic year which serves a developmental and diagnostic function. This type of assessment provides learners with regular feedback to support the improvement of their knowledge, practical skills, and professional judgement within the therapeutic services field. Additionally, formative assessment at post graduate level requires learners to critically engage with theory and apply evidence-based knowledge to practice. Formative assessment methods include, but are not limited to class tests and activities, problem-solving assignments and strategies, projects, and presentations, and authentic practical exercises. Formative assessments in modules related to dermal therapies, recuperative therapies, and permanent cosmetic procedures are used to evaluate learners' ability to analyse client needs, develop treatment plans, and apply theoretical knowledge to practical therapeutic contexts. Furthermore, learners are expected to critically evaluate information and justify decisions using relevant theoretical and research-based principles. Summative assessment: Summative assessment is conducted at the end of modules or sections thereof to evaluate the extent to which learners have achieved the expected learning outcomes and demonstrated competence at the required level. Additionally, these assessment opportunities evaluate higher-order cognitive skills such as analysis, synthesis, evaluation, and the application of knowledge within therapeutic service environments. Summative assessment methods include, but are not limited to written assessments, integrated practical assessments, tests, case studies, and applied projects. In practical and clinically oriented modules, summative assessment requires learners to demonstrate safe and ethical dermal therapies, recuperative therapies, and permanent cosmetic procedures. Learners may be required to complete integrated case studies and practical treatment portfolios, where they assess client needs, design and implement treatment plans, and evaluate outcomes in alignment with professional standards. Furthermore, summative assessment requires the integrated demonstration of competence at exit level, where learners synthesise theoretical knowledge, practical skills, and research-informed evidence to address complex scenarios in a professional context. |
| INTERNATIONAL COMPARABILITY |
| The South African Postgraduate Diploma in Therapeutic Services is multidisciplinary in nature and aims to develop advanced theoretical knowledge, practical competence, and research capabilities within the therapeutic services field. Therefore, due to the specialised and interdisciplinary nature of the qualification, no identical international qualification could be identified. Consequently, a comparison was conducted with relevant qualifications offered by recognised institutions in the United Kingdom and Australia.
These two qualifications were selected based on comparable academic level, scope, and focus on clinical and applied practice within health and therapeutic disciplines. Country: United Kingdom Institution: University of South Wales Qualification Title: Postgraduate Diploma in Dermatology and Clinical Practice Credits: 120 Duration: One-year part-time This qualification is aimed at healthcare professionals seeking to specialise in dermatology and clinical practice. Moreover, it focuses on the diagnosis, management and treatment of dermatological conditions, with a strong emphasis on evidence-based practice and clinical decision-making. Entry requirements: Purpose/rationale: The University of South Wales (USW) qualification is designed to help healthcare professionals specialise in their careers and aid the need for more dermatology professionals. The qualification applies to all General Practitioners, Practice Nurses, Specialist Nurses, and Pharmacists exposed to patients with dermatological conditions. On completion of this dermatology course, learners will be able to: Qualification structure: The online Dermatology in Clinical Practice Postgraduate Diploma allows learners to study for just one calendar year and is a part-time, distance-learning course. The course is worth 120 credits and comprises six modules of 20 credits, each running over a period of six weeks. Assessment: The USW qualification puts assessment at the heart of learning by using clinical scenarios to facilitate problem-solving, critical analysis and evidence-based care. The scenarios act as both the focus for learning and assessment thus embedding assessment within the learning process. Similarities Differences Country: Australia Institution: Victoria University Qualification Title: Bachelor of Dermal Sciences Credits: 384 credit points Duration: Four years full time This qualification aims to develops theoretical knowledge and clinical skills in dermal science, integrating scientific principles with practical application in dermal therapy. Although this qualification is offered as an undergraduate qualification, the final year of the programme demonstrates a level of complexity, clinical reasoning, and research engagement comparable to postgraduate study. Therefore, for purposes of international comparability, the fourth-year level of this qualification is considered comparable to the South African Postgraduate Diploma in terms of depth of knowledge, applied competence, and integration of theory, practice and research. Entry Requirements: Applicants with recent secondary education (within the last 2 years) Or Or Purpose: The qualification is registered at the Commonwealth Register of Institutions and Courses for Overseas Learners (CRICOS: 092158E) Exit Level Outcomes: Upon completion of the qualification, qualifying learners will be able to: The outcomes of this qualification reflect competencies associated with advanced clinical reasoning, critical evaluation of research, and professional practice, which align with the expectations of South African postgraduate-level learning. Furthermore, the qualification provides a seamless transition from Vocational Education (TAFE) into the Higher Education qualification. It allows qualified beauty therapists to establish and develop knowledge and skills in advanced dermal therapy treatments and receive additional training such as para-medical dermal care. Qualification structure: To attain the Bachelor of Dermal Sciences, learners are required to complete 384 credit points consisting of 96 credit points of Core First Year College and Core Professional Dermal Science studies and 288 credit points of Core Professional Dermal Science studies. The fourth and final year include compulsory modules which total to 96 Credits and include under more: Skin Management, Dermal Skills, Dermal Clinic, Independent Project and Group Research. This inclusion of an independent research project in the final year further strengthens the comparability with postgraduate qualifications that require research-informed practice and critical inquiry. Similarities Differences Conclusion of international comparison The comparative study revealed that the CUT Postgraduate Diploma in Therapeutic Services is comparable to the selected international qualifications in terms of academic level, depth of knowledge, and application of clinical and professional competencies within therapeutic services contexts. Both of the international qualifications demonstrate alignment with the CUT qualification in relation to the development of advanced theoretical knowledge, critical thinking, and the application of evidence-based practice within healthcare and therapeutic environments. While the international qualifications differ in scope and structure, either focusing on specific disciplines or undergraduate progression, comparability is established at an advanced level of learning, particularly through the integration of clinical practice, research-informed decision-making, and professional competence. The CUT African qualification therefore encompasses a holistic combination of fields that are often presented in isolation internationally, while maintaining alignment with global standards of postgraduate-level education and practice within the therapeutic services and broader health sector. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for horizontal, vertical and diagonal articulation
Horizontal articulation Vertical articulation Diagonal articulation |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| 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. | Central University of Technology, Free State |
| 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. |