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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: 

Diploma in Therapeutic Reflexology 
SAQA QUAL ID QUALIFICATION TITLE
36204  Diploma in Therapeutic Reflexology 
ORIGINATOR
International Academy of Reflexology and Meridian Therapy 
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 Certificate  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 5  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2023-12-31  

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 purpose of this learning programme is to provide a qualification that can be registered with the Allied Health Professions Council of SA for learners following a career as a Therapeutic Reflexologist according to legal and ethical requirements. The main skill that is recognized in this qualification is the ability to deliver a therapeutic reflexology treatment.

To do this the learner must:
  • Have in-depth theoretical and practical knowledge and skills of the appropriate Therapeutic Reflexology techniques and use of reflexology substances.
  • Be able to relate principles and concepts to the application and delivery of Therapeutic Reflexology in a health related situation to meet the preventative, palliative, rehabilitative and maintenance needs of the patient.
  • Comply with national and international health standards according to applicable quality and safety regulations.

    The above qualification equips the learner to enter the field of Health Services e.g. community centres, hospitals and related health fields. Start own practice or join existing practice. Work in corporate health management centres and leisure centres.


    Rationale for the qualification

    In terms of the recent Allied Health Professions Act, 1982 (Act no. 63 of 1982, as amended in 2000), all Therapeutic Reflexologists have to be in possession of a professional qualification on at least NQF level 5 (240 credits) in order to register with the Allied Health Professions Council of South Africa. Once the therapist receives his/her registration number from the Council, they will then be able to practice Therapeutic Reflexology legally within the borders of South Africa. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    This qualification assumes that the learner is competent in the language of instruction of the provider, i.e. they must be able to read, write, speak and comprehend the language. Every aspect of the learning programme is designed in such a way so as to equip the learner with the necessary skills and therefore no other formal qualifications are necessary.


    Recognition of prior learning (RPL)

    Learners may apply in writing to the Principal for exemption from certain subjects on the basis of prior learning, provided that these have been completed at a recognised tertiary institution. Learners must include a detailed curriculum outline of the subjects they have completed with their written request. Each request is judged on its own merits in convergence with the Professional Board of The Allied Health Professions Council (the statutory body for Reflexology). Learners will receive written notification whether exemption has been granted or not. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    For many years the Reflexology Schools that were active in promoting a high teaching standard had to meet a formatted required level set by The S.A. Reflexology Society. The society had an educational division that was very strongly involved in developing a standard core curriculum. Many of the schools were involved as stakeholders and had an influence in the standards that are today required by the Allied Health Profession Council of SA. As all schools now have to be registered by the AHPCSA, re-design of the curriculum to meet the requirements gazetted by the Council is happening amongst all schools that want to stay open as a provider.

    The curriculum and syllabi are an interim qualification until the Unit Standards are available. ISRMT has been as proactive as possible, involving professional senior persons to re-design the curricula and learning material into outcomes-based delivery mode, but without the Unit standards giving the range statements and outcomes.
    Furthermore, our material is sent to members of the Governing Body that holds the function of making sure the material is user-friendly, and that the learners will be able to show competence in the skills within the delivery methodologies.

    Review and resultant implementation of changes that will occur as a result of the future Units can therefore be achieved fairly rapidly and efficiently. Some of the ancillary subjects are still to be written into the programme and few are still in content delivery method. These however are in the process of being changed.

    Current teaching strategies include the following:
  • Collaborative group work, individual activities, whole class activities
  • Essays, displays, textbook & literature references, summaries & debates, analysis, worksheet activities, individual project assignments
  • Learners own research in an investigation of real life situations
  • Planning, compiling and assessing project assignments
  • Individual activity - learner`s guide books
  • Self, peer and trainer assessments
  • Correlating of information, as well as comprehension & consolidation of knowledge
  • Demonstration and practicing of application techniques
  • Small group discussions using literature references
  • Portfolio work 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Current assessment strategies include the following:
  • Peer assessment in groups according to checklists
  • Continuous assessment
  • Trainer assessments of essays, practical work, learner`s guide books, portfolios, etc.
  • Written assignments, restrictive essay type and objective questioning, as well as class debates
  • Self assessments as an evaluative assessment type
  • Practical skills assessment against a checklist (peer and/or trainer assessments)
  • Summative assessments

    ll learners will be required to write a Board Exam once qualified from a registered provider. The provider will be issuing their diplomas, and the Allied Health Professions Council theirs or acknowledgement from the future Professional Board. (Directive will be given from Council once Professional Board is in place). A Diploma is issued from ISRMT acknowledging subjects like Anatomy/Physiology/Pathophysiology and other smaller ancillary subjects with separate certificates, as in future they will form part of RPL (Recognized Prior Learning) within professions of the AHPCSA.


    Integrated assessment

    Assessment of learning outcomes are currently done by continuous assessment in written and oral mode, literature research assignments, experiential learning (case study documentation), learner guide books, portfolio and final examinations through ISRMT. The AHPCSA require a written examination so that the qualified learner may become a full registered therapist with the Council.

    As yet the full qualification has not been finalised into Unit Standards by the SGB group, making it impossible to convert our teaching programme in is totality, therefore there is no fixed quantity and types of tests available.

    Current table of examination outlay:

    Summative: 60% of pass Mark
    Continuous assessment: 40% of pass Mark (entry to final exam require 50% of Year Mark.)
    Pass Mark: 50%
    Re-write: between 47-50%
    Practical skill: Competent / Not yet competent

    Notes:
    Final examination contributes toward the final pass mark.
    Note that, once the Unit Standards have been finalized and gazetted, the above table will be reviewed and updated accordingly. 
    		•

    INTERNATIONAL COMPARABILITY 
    As Inge Dougans is an author, her interest is in research and development within the profession. Over the years Inge has in her library added more than 600 books that have been researched and are still referred to when developing teaching material. Furthermore, the director of the UK branch, Geraldine Giles, has for years been involved in the educational standard for Reflexology and is on the curriculum advisory committee, as well as being an external moderator for our group. Our teaching standard and material is sought after throughout the world showing evidence in the opening of licensed branches in USA, Poland, UK and Greece and soon Italy.

    Inge Dougans is also involved with groupings and advisers from Denmark, being regarded as the country that until recently had the highest standard of training in Reflexology. (Today South Africa has the highest level of training, being the only country in the world with recognition on a government level for the profession). Inge was trained in Denmark in 1981 and has strong contact with the educational sector within the profession there. 

    ARTICULATION OPTIONS 
    Throughout the world Reflexology as a health profession is very young and from an educational point of delivery still limited and weak! Most countries run their educational system from weekend seminars to a one-year part-time delivery, emphasising the face-to-face contact hours, rather than the outcome of competence of the learner.

    In SA, reflexology was a profession registered under the Medical, Dental and Supplementary Health Service Professions Act No 56 of 1974 (Chapter 2, 16(1). However, no educational system delivered the qualification. The International School of Reflexology and Meridian Therapy (ISRMT) has delivered teaching in the qualification since its inception in 1983. Due to the above-mentioned Act it became a necessity to apply for an amendment, and negotiations with stakeholders, boards and associations started in 1989.

    Today the educational level of delivery in SA for our profession is the highest in the world. Any SA institution offering a qualification in Reflexology has to maintain the standards for a 240-credit Diploma course, so as to enable their graduates to register with the Allied Health Professions Council of SA. 

    MODERATION OPTIONS 
    In an outcomes-based education system, assessment is a key means of ensuring that standards are maintained and that education and training serves the intended objectives. Therefore assessment of learning outcomes are done by continuous assessment and evaluation in written and oral mode, literature research assignments, case study documentation (experiential learning), learner guide books, portfolio and final examinations through ISRMT.
    According to the regulation number 47(4) of AHP act, a person appointed, as moderator for an examination, shall possess the relevant qualification.

    The Professional Board of the Allied Health Professions Council of South Africa, once in place, will give directives to any new developments and requirements related to the appointment of moderators and assessors.

    Appointment of Assessors:

    ISRMT trainers are required to do their own assessments, of which the content of the assessments must be moderated by the Management Committee of the Governing Body, according to specific guidelines given in the curriculum outlines of the course.

    Trainers will be required to attend training on how to become a registered Assessor, so as to be able to do assessment of learners in future.

    Members of the management committee of the governing body will all be required to successfully complete this Assessor`s training, as one of the functions of the management committee is to ensure that a high standard of training and assessment is maintained within ISRMT.

    Regional Directors, the main trainers in the profession, are all qualified registered Reflexologists. Furthermore, all Regional Directors are members of the Governing Body. Trainers in Anatomy, Physiology and Pathophysiology must have a medical profession and therefore in their qualification are one above the learner. The trainers are also the moderators, however, all written assessments and final exams papers have been moderated externally before and after the assessment.


    Appointment of Moderators:

    External moderators for campuses
    All assessments are moderated at Head Office in conjunction with the Curriculum Development Officers. These assessments are sent to members of the governing body (management committee) from time to time for moderation. Further moderation between campuses must be done regularly to ensure that a high standard is maintained.

    International external moderation
    In the United Kingdom, director Geraldine Giles and Principal Keir Giles of the Oxford branch will conduct moderation for our South African concern. Geraldine holds the educational chair, being the president for the Association of Reflexologists in the UK.

    Teri Hoskins, director for the USA concern of ISRMT, conducts similar moderations.
    As and where new international concerns are established, the directors will conduct moderation on a random basis as well, so as to ensure that the correct standards are being maintained, both local and abroad.

    Pre-Assessment Procedures:
  • An appropriate and valid assessment tool must be selected, based directly on the standards set out for each unit of competence and its underlying elements of competence.
  • Learners are required to show competency in each outcome, and are required to demonstrate knowledge, skills and attitudes for each learning task, as well as retention and transfer of knowledge.
  • A sound assessment is compiled by the assessor, of which the plan must be agreed upon and reviewed with the candidate and others that may be affected before assessment takes place.
  • The assessment plan must detail the type of assessment to be used, date and time, venue and duration selected for the assessment, which must be fair, appropriate and transparent to the candidate.
  • The assessment is then forwarded to Head Office, where it is moderated by Head Office and its appointed moderators.
  • All administration matters related to assessments must be handled with high priority on security and integrity, with appropriate measures being taken in this regard.
  • Assessments and responses must be handled responsibly and accountably by and between assessors and moderators.
  • A copy of the assessment is stored on the main database at Head Office.
  • Once the assessment has been finalized, it has to be kept in a safe and secure place, where learners cannot obtain access to the assessment beforehand.
  • Learners must be informed of the number of attempts they will be allowed for the assessment, as well as procedures they need to follow in the event where they may request a re-evaluation of the marks obtained. It is recommended that this is incorporated into the assessment plan.

    Due to the process of changing from content base delivery mode to outcomes based, the members of the Governing Body are involved in moderating all new assessments as they are developed. The assessments are circulated for comments and testing, as well as moderating the language and mark-memorandum. Once the assessments are used in the learning program a random of assessments are moderated between the campus directors as well as our overseas directors.

    Findings of Moderators:
    In the event where moderators make recommendations, these issues are then checked against the criteria of the curriculum and learning outcomes. If necessary, the relevant changes to the assessment are made, to ensure that the requirements of the assessment are being met.
    ISRMT requires proof of competency in the knowledge or skill that is being assessed.

    Conducting of Assessments
  • Continuous assessment is done throughout the course so as to ensure that learners meet the minimum outcome criteria, before moving on to the next learning task.
  • Assessment must be done according to the assessment plan, as agreed upon by the assessor and candidate.
  • The assessment methods used must have relevance to the competencies of the outcomes being assessed.
  • The assessment process and methods used must be valid, fair and reliable.
  • Questions and instructions must be clear - examination terminology used must be in accordance with that explained to the candidate beforehand.
  • All assessments must be conducted in the language of instruction.
  • The Assessor must be present for the duration of the assessment, and ensure that the assessment is conducted in an orderly fashion.

    Post Assessment Procedures
  • Immediate feedback must be given to learners for each task completed and assessed. Each assessment is signed by both the moderator and learner for its accuracy.
  • Mark allocation is captured on data systems at both the satellite campus and Head Office.
  • Where problem areas are highlighted, the learner is tutored in that specific task until he/she meets the minimum standard required in order to continue with the learning programme.
  • All records of assessments must be stored in a safe place at the satellite campus for a minimum period of 3 years.
    Mark Allocation of Assessments:

    As yet the full qualification has not been finalised into Unit Standards by the SGB group. Once this has been finalized, the teaching programme will be converted in is totality, so that there will be a fixed quantity and types of tests available for each aspect of the learning programme.

    Allied Health Professions Council of South Africa
    All learners will be required to write a Board Exam after the completion of their course with ISRMT as from 2002, which will be set and moderated by assessors appointed by the Professional Board of the Allied Health Professions Council of South Africa (the statutory body of Reflexology). Where learners do not pass these exams satisfactorily, recommendations will be made by the Professional Board directly to the learners. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    See Moderation Options 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    Language of the Qualification:

    The International School of Reflexology and Meridian Therapy recognizes the value of South Africa`s cultural diversity and that the individual has a constitutional right to address and be addressed in his/her language of choice. However, the provider also recognizes the importance of multilingualism, especially within a global context, and therefore the medium of instruction is confined to English. 

    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. International Academy of Reflexology and Meridian Therapy 
    2. The International Academy of Reflexology & Meridian Therapy, Cape Town 
    3. The International Academy of Reflexology & Meridian Therapy, East Rand 


    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.