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 Public Health

SAQA QUAL ID	QUALIFICATION TITLE
96518	Postgraduate Diploma in Public Health
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
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 0733/25	2024-06-30	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
9579	Diploma: Public Health	Level 7	NQF Level 08	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the Postgraduate Diploma in Public Health is to develop specialised skills and knowledge and to prepare learners for positions as public health practitioners, researchers, health educators, or service co-ordinators, so contributing to the need in our country for practitioners in the field of public health. The qualifying learners will gain knowledge and understanding of Exposure and Health, Health Systems and Policy, Maternal and Child Health, Rural Health, and Social and Behaviour Change Communication. The qualification allows learners to apply their newly gained knowledge to their own workplaces and often results in promotion opportunities. On completion of the qualification, qualifying learners will be able to: Perform high-order problem-solving techniques (collecting, researching, analysing, organising, and critically evaluating information) and apply these techniques in the field of public health. Apply knowledge gained in the practice of public health. . Show ethical, compassionate, and skilled ability to conduct all aspects of public health practice. Demonstrate self-direction and independence in his or her learning to become a lifelong learner, and recognize personal education needs, utilise appropriate learning situations, and evaluate her or his own progress. Work with others as a member of a team, group, organisation, community: Communicate and teach effectively both orally and in writing with peers, colleagues, patients and their families, members of the health care team, and the public Rationale: This qualification provides specialised knowledge and skills related to public health practice. It allows individuals to delve deeper into topics such as epidemiology, health promotion, disease prevention, and health policy. South Africa needs well-qualified personnel in the public health space to deal with the ever-increasing challenges in the health system in general. Qualifying learners will provide the skills and expertise to assess, plan, monitor, implement, and manage relevant health programmes at district, regional, and provincial levels. Further, the graduates will be able to work in the private and public sectors, non-governmental organisations, health care facilities, and multilateral donor organisations. Qualifying learners may be eligible to study further at a master's level. It also adds value to the learner through enhanced career opportunities and through increased status within the public health sector and recognition in the wider community.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning: The institution has an approved Recognition of Prior Learning (RPL) policy, which is applicable with regard 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: Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL. To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal, and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification. Learners may apply for RPL to be exempted for 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 credit via the CAT policy 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: The minimum entry requirement for this qualification is: Bachelor of Dental Science, NQF Level 8 Or Bachelor of Medicine and Bachelor of Surgery, NQF Level 8 Or Bachelor of Nursing, NQF Level 8 Or Bachelor of Science in Occupational Therapy, NQF Level 8 Or Bachelor of Pharmacy, NQF Level 8 Or Bachelor of Science in Physiotherapy, NQF Level 8 Or Bachelor of Health Sciences Honours, NQF Level 8 Or Bachelor of Science Honours, NQF Level 8 And Register with Health Professions Council of South Africa (HPCSA).

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 150 credits. Field of Exposure and Health: Compulsory Modules, Level 8, 150 Credits: Orientation to Public Health, 0 credits Health Measurement, 15 credits Health and Society, 15 credits Approaches to Population Health, 15 credits Designing Effective Public Health Programmes, 15 credits Child Health I, 15 credits Exposure Induced Health Outcome, 15 credits Exposure Science I, 15 credits Fundamentals of Risk Assessment, 15 credits Exposure Control I, 15 credits Risk & Safety Management: Systems and Programmes, 15 credits Field of Health Systems and Policy Compulsory Modules, Level 8, 150 Credits: Orientation to Public Health, 0 credits Health Measurement, 15 credits Health and Society, 15 credits Approaches to Population Health, 15 credits Designing Effective Public Health Programmes, 15 credits Introduction to Health Systems, 15 credits Health Care Financing, 15 credits Health Policy and Policy Analysis, 15 credits Health Systems Evaluation and Research, 15 credits Health Systems Organisation and Human Resources, 15 credits Management in Health and Health Services, 15 credits Field of Maternal and Child Health Compulsory Modules, Level 8, 150 Credits: Orientation to Public Health, 0 credits Health Measurement, 15 credits Health and Society, 15 credits Approaches to Population Health, 15 credits Designing Effective Public Health Programmes, 15 credits Management in Health and Health Services, 15 credits Child Health I, 15 credits Maternal and Child Nutrition, 15 credits Child Health II, 15 credits Maternal Health, 15 credits A Public Health Approach to Perinatal and Paediatric HIV, 15 credits Field of Rural Health Compulsory Modules, Level 8, 150 Credits: Orientation to Public Health, 0 credits Health Measurement, 15 credits Health and Society, 15 credits Approaches to Population Health, 15 credits Designing Effective Public Health Programmes, 15 credits Management in Health and Health Services, 15 credits The Rural Health Care Context, 15 credits Community-Oriented Primary Care, 15 credits Development of Rural Health Services- Strategies and Approaches, 15 credits Quality Improvement in Rural Health Care, 15 credits The Health of Rural People - Epidemiology and Burden of Disease, 15 credits Field of Social and Behaviour Change Communication Compulsory Modules, Level 8, 150 Credits: Orientation to Public Health, 0 credits Health Measurement, 15 credits Health and Society, 15 credits Approaches to Population Health, 15 credits Designing Effective Public Health Programmes, 15 credits Planning and Implementing Social and Behaviour Change Communication, 15 credits Integration of Qualitative and Quantitative Research Methods, 15 credits Applying Social and Behaviour Change Theory to Practice, 15 credits Social and Behaviour Change Communication Approaches, 15 credits Communication, Media and Society, 15 credits Research, Monitoring and Evaluation, 15 credits Management in Health and Health Services, 15 credits.

EXIT LEVEL OUTCOMES

1. Perform high-order problem-solving techniques (collecting, researching, analysing, organising, and critically evaluating information) and apply these techniques in the field of public health. 2. Apply knowledge gained in the practice of public health. 3. Show ethical, compassionate, and skilled ability to conduct all aspects of public health practice. 4. Demonstrate self-direction and independence in his or her learning to become a lifelong learner, and recognize personal education needs, utilise appropriate learning situations, and evaluate her or his own progress. 5. Work with others as a member of a team, group, organisation, community: 6. Communicate and teach effectively both orally and in writing with peers, colleagues, patients and their families, members of the health care team, and the public.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcomes 1: Select, apply, evaluate, and develop the most appropriate approach to the solution of problems. Identify key principles in the practice of public health. Apply principles of epidemiology and biostatistics to public health practice, district health management, and management of primary health care programmes. Demonstrate essential skills required for planning and undertaking their research, as well as research in various health settings. Provide advanced decision-making and problem-solving skills in his or her scope of practice based on current evidence. Identify, diagnose, investigate, and manage important public health priorities in Southern Africa. Apply diverse knowledge to the development of appropriate solutions to problems, recognising wide-ranging factors including financial, environmental, health, and technological aspects. Associated Assessment Criteria for Exit Level Outcomes 2: Demonstrate knowledge of key issues in public health as well as the structure, organisation, and management of health services in Southern Africa. Illustrate the chief determinants of health and well-being in all age groups in society. Show the organisation of health services and their support systems. Apply management theory to the delivery of public health. Knowledge, attitudes, and skills that will allow for the development of public health programmes. Work with others in a team. Utilise effective communication in any appropriate medium. Associated Assessment Criteria for Exit Level Outcomes 3: Show respect for patients and colleagues without prejudice, with an understanding and appreciation of their diversities of background and opportunity, language, and culture. Consult those more appropriately qualified than he or she to gain more information. Demonstrate an awareness, through actions or in writing, of the moral, legal, and ethical responsibilities involved in individual patient care and the provision of care to populations. Consider both the impact of health care on the environment as well as the impact of the environment on health. Strive to improve patient care, to reduce inequalities in health care delivery, to optimise the use of health care resources in our society, and use his or her professional capabilities to contribute to the community as well as to individual patient welfare. Associated Assessment Criteria for Exit Level Outcomes 4: Use appropriate strategies for learning that will prepare him or her for continued professional development throughout life, both in the discipline and as a responsible citizen. Demonstrate skills in essential writing, critical reading, computing, and public speaking, which are required to complete the course, as well as for their roles as managers. Acknowledge responsibility for continuing professional development to keep up to date with new developments, and to maintain accreditation and meet statutory CPD requirements if applicable. Identify personal limitations and develop the capacity of self-audit and participate in the peer review process, showing a willingness to seek help when necessary. Associated Assessment Criteria for Exit Level Outcomes 5: Recognise the nature and scope of the various professional health disciplines. Work effectively with others in the health-care team, understanding the need to have managerial, communicative, research and educational skills for this purpose. Demonstrate respect for the essential roles which other health workers play in health care and show a willingness to work effectively within a team. Associated Assessment Criteria for Exit Level Outcomes 6: Present effectively both orally and in writing with the patient, the family, the health-care team and the community at large using appropriate structure and style. INTEGRATED ASSESSMENT: Formative assessment is undertaken continuously, incorporating seminar presentations and papers, coursework assignments, and tasks. Such methods assess learners' progress towards the professional and academic competencies set out in the exit level outcomes listed above. The assessment instruments are designed to integrate practical, theoretical, and reflective competence. Furthermore, to pass a course and, finally, to qualify, the learners must demonstrate the specialised knowledge acquired. The formative assessment uses the modes of self-assessment, peer assessment, and internal assessment by members of the academic staff of the faculty. Summative assessment may be conducted using oral and written examinations, and examination equivalent assignments. These assessment instruments are designed to integrate practical, theoretical, and reflexive competence. To promote, monitor, and measure student learning throughout a course. A single assessment may count for more than 40% of the final mark unless there are special circumstances, in which case the permission of the Dean is required.

INTERNATIONAL COMPARABILITY

This qualification compares with the following international qualifications in terms of the range of competencies in the learning content offered. Country: United Kingdom Institution: University of Nottingham Qualification: Postgraduate Diploma in Public Health Similarities: Both qualifications prepare graduates for careers in Public Health or to continue to a master's qualification in the field. Differences: The Nottingham qualification credits total 120 credits, whilst the South African qualification has 150 credits. The qualification is offered over one year of full-time study or two years of part-time study, compared to the South African qualification, which offers a two-year part-time programme. The South African qualification offers candidates a greater degree of specialisation within the qualification. Country: Australia Institution: Torrens University Qualification: Graduate Diploma in Public Health Similarities: Both programmes prepare graduates for careers in Public Health or to continue to a master's qualification in the field. Both programmes emphasise the determinants of health. Differences: The qualification is offered over one year of full-time study or two years of part-time study, compared to the South African qualification, which offers a two-year part-time programme. The South African qualification offers candidates a greater degree of specialisation within the qualification.

ARTICULATION OPTIONS

This qualification allows possibilities for horizontal, vertical, and diagonal articulation. Horizontal Articulation: Bachelor of Health Sciences, NQF Level 8. Bachelor of Health Sciences Honours in Physiology, NQF Level 8. Postgraduate Diploma in Community Health, NQF Level 8. Postgraduate Diploma in Health Management, NQF Level 8. Postgraduate Diploma in Health Promotion, NQF Level 8. Vertical Articulation: Master of Public Health, NQF Level 9. Master of Science in Medicine, NQF Level 9. Master of Science in Epidemiology, NQF Level 9. Diagonal Articulation Occupational Certificate: Health Information Manager NQF level 7.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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

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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.