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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Environmental Health 
SAQA QUAL ID QUALIFICATION TITLE
100753  Master of Environmental Health 
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
Master's Degree  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  180  Not Applicable  NQF Level 09  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
2027-06-30   2029-06-30  

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
78751  Master of Technology: Environmental Health  Level 8 and above  NQF Level 09  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Master of Environmental Health is to equip learners with advanced disciplinary knowledge and practice-based skills in Environmental Health, focusing on Occupational Hygiene, Food Safety, Environmental Pollution, and Environmental Epidemiology. This qualification targets individuals seeking to enhance their expertise in addressing complex environmental health issues.

Upon completion, learners will gain in-depth knowledge, critical awareness of current problems, and research capacity. This qualification will benefit learners by empowering them to contribute meaningfully to national needs in Environmental Health, addressing issues such as drinking water supply, pollution prevention, and communicable disease prevention.

Successful completion of this qualification leads to academic and occupational pathways in Environmental Health research, policy development, and professional practice. Learners will acquire advanced knowledge and skills to address complex environmental health problems. As Environmental Health specialists, they will be responsible for conducting research, developing policies, and implementing solutions to ensure environmental sustainability and public health.

A qualified learner will be able to:
  • Demonstrate in-depth knowledge and understanding of Environmental Health principles and practices.
  • Apply critical thinking and problem-solving skills to address complex environmental health issues.
  • Conduct independent research and produce a dissertation that contributes to the field.
  • Integrate advanced knowledge and skills in Occupational Hygiene, Food Safety, Environmental Pollution, and Environmental Epidemiology.
  • Address ethical issues and consequences of solutions in Environmental Health contexts.

    In addition, learner attributes, including critical thinking, problem-solving, and the use of science and technology, will be integrated into the learning process. These attributes align with the relevant level descriptors and Critical Cross-Field Outcomes (CCFOs), ensuring learners develop essential skills for effective practice in Environmental Health.

    Rationale:
    This qualification was developed to address the critical shortage of environmental health practitioners and scientists with advanced knowledge and skills in South Africa, as identified in the Department of Labour National Skills Development Strategy III. A similar qualification is not currently registered on the National Qualifications Framework (NQF), highlighting the need for this specialized program. The development of this qualification responds to the country's pressing environmental health challenges.

    The Master of Environmental Health qualification will significantly benefit the environmental health sector, society, and the economy. The Department of Labour and professional bodies, such as the South African Institute of Environmental Health, have identified the need for advanced environmental health professionals. This qualification will meet the sector's needs by producing specialists who can address complex environmental health issues, including pollution prevention, food safety, and environmental epidemiology. Consultation with stakeholders, including government agencies, industry experts, and academic institutions, has informed the development of this qualification. By producing skilled professionals, this qualification will contribute to improved environmental health outcomes, economic growth, and societal well-being.

    Typical learners for this Master of Environmental Health qualification are likely to be environmental health practitioners, scientists, and professionals seeking advanced knowledge and skills. These learners may come from various sectors, including government, private industry, and non-profit organizations. Upon completion, qualifying learners can enter occupations such as environmental health research, policy development, consulting, and academia. Possible work and learning pathways include specialized roles in Occupational Hygiene, Food Safety, Environmental Pollution, and Environmental Epidemiology, as well as further research and academic pursuits, such as PhD studies. 
    		•

    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 may be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications and advancement within qualifications. RPL may be applied for access, module exemption (credit) or advanced standing.

    RPL for access:
  • Applicants 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 or other appropriate assessment methods 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.

    RPL for exemption from modules
  • An applicant may apply for RPL to be exempted from modules that form part of the qualification. For an applicant to be exempted from a module, the applicant needs to provide sufficient evidence in the form of a portfolio or via appropriate assessment methods that demonstrates that competency was achieved for learning outcomes equivalent to the module's learning outcomes.

    RPL for credits:
  • An applicant may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio and/or an appropriate method of assessment 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's Honours Degree, NQF Level 8, in the field of study or related field(s) of study.
    Or
  • Bachelor of Health Sciences in Environmental Health, NQF Level 8.
    Or
  • Bachelor of Science in Environmental Health, NQF Level 8.
    Or
  • Postgraduate Diploma, NQF Level 8, in the field of study or related field(s) of study. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules (per field) at National Qualifications Framework Level 9, totalling 180 credits:

    Compulsory Module, NQF Level 9, 180 Credits:
  • Full Dissertation, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Gain an understanding of the research process.
    2. Access, process, and manage information applicable to the research project.
    3. Plan and prepare a research proposal.
    4. Compile and present the research proposal.
    5. Show accountability and management of own learning.
    6. Act ethically and professionally.
    7. Plan and manage the research project with a high level of personal autonomy and accountability.
    8. Conduct a literature review and use written communication and technical skills relevant to the discourse of the discipline, and choose an appropriate genre to communicate effectively with specialist and non-specialist audiences.
    9. Apply research methods for data collection, analysis, and interpretation, including the use of appropriate computer software programmes.
    10. Draw conclusions and present research results by compiling a coherent and sustained argument that is supported by the research results and findings in the research report.
    11. Demonstrate the ability to make autonomous ethical decisions related to the research project.
    12. Demonstrate problem-solving abilities to address complex and challenging problems within the field of study and relevant to the research project, with an understanding of the consequences of any solutions or insights generated within a specific context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Display adequate understanding of the foundations, paradigms, and nature of research relevant to the academic discipline, the field of study, and professional practice.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Locate, analyse, critically appraise, and synthesise information from a wide variety of sources to compile the literature review of the research proposal and to make informed decisions regarding research design and methodology.
  • Select relevant sources drawing on the work of leading scholars in the field of study or discipline and produce a comprehensive literature review on different perspectives in the field of research or discipline that shows originality.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Select a research topic and evaluate the suitability of the research topic using criteria relevant to the field of study, such as scope, relevance, significance, feasibility, ethics, objectivity, originality, etc., in consultation with the supervisor(s).
  • Formulate a clear and concise research problem statement and sub-problems using appropriate criteria and guidelines relevant to the field of study and in consultation with the supervisor(s).
  • Generate research question(s), aims and objectives of the research, and hypotheses (if applicable) based on relevant criteria and guidelines pertinent to the field of study and in consultation with the supervisor(s).
  • Compile a research proposal based on institutional and faculty criteria, procedures, and guidelines pertinent to the research and in consultation with the supervisor(s).

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use a range of advanced and specialised skills and discourses appropriate to the field of study, discipline, and professional practice to present the research proposal in written and oral format to a range of audiences, including peers and examiners.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Work independently and take full responsibility for his/her work while managing resources (e.g., time, budget, technology, equipment, etc.) in compiling the research proposal.
  • Consult with supervisor(s) and act on feedback received that shows improvement.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Work within the ethical framework as defined by institutional criteria, procedures, and guidelines regarding plagiarism and copyright, confidentiality, ownership, and professionalism, and obtain permission and ethical clearance from relevant authorities to execute the research project.
  • Consider issues of confidentiality (if applicable) and adhere to institutional/professional requirements in this regard.
  • Adhere to institutional policies and requirements regarding plagiarism.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • With a high level of personal autonomy and accountability, plan, manage, and execute a substantial research project using available resources assigned to the task (e.g., funding, infrastructure, academic, technical, and administrative staff and or assistants, etc.) and within the timeframe allocated to the project.
  • Apply, integrate, and contextualise advanced knowledge and skills in executing the research project against acceptable academic requirements.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Use written communication and technical skills relevant to the discourse of the discipline and choose an appropriate genre to communicate effectively with specialist and non-specialist audiences.
  • Use the prescribed referencing technique of the institution correctly and accurately.

    Associated Assessment Criteria for Exit Level Outcome 9:
    > Apply research methods for data collection, analysis, and interpretation, including the use of appropriate computer software programmes.
  • Use of appropriate research methods and techniques relevant to the area of study, including aspects such as qualitative, quantitative, and mixed-methods research methods, sampling techniques, data generation, and data analysis, including statistical purposes (if relevant to a field of study).
  • Demonstrate a systematic understanding of a range of research methods and techniques, critically evaluate these, and apply them appropriately to investigate the research problem.
  • Assimilate data using different data collection methods (e.g., qualitative, quantitative, experimental, and simulation methods) to present a coherent representation of data analysis.
  • Analyse, interpret and synthesise data using the appropriate computer software programme(s), (if relevant to the chosen research problem).
  • Apply critical aspects of research design, such as exploration, description, and explanation, and the research process to plan and execute a research project.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Present in verbal, written, or visual form, the research results and findings of the study to specialist audiences, emphasising the contribution to knowledge production in the field of study, discipline, and profession.
  • Present in verbal, written, or visual form, the research results and conclusions of the research project to non-specialist audiences, emphasising the contribution the study makes to society/community in general.
  • Identify a range of channels relevant to the field of study used in disseminating the research results and conclusions (e.g., conference poster, conference paper, journal article, etc.).
  • Prepare a report for publication in a nationally accredited journal or peer-reviewed conference paper in consultation with the supervisor(s) based on relevant criteria.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Make autonomous ethical decisions related to the research project that affect knowledge production, or complex organisational and professional issues.
  • Exercise informed judgment on ethical, cultural, research, and professional issues pertinent to the chosen research problem.
  • Critically contribute to the development of ethical standards in a specific context (where applicable in terms of the research project).

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Use of the full range of specialised skills in identifying, conceptualising, designing, and implementing methods of enquiry to address complex and challenging problems within the field of study and relevant to the research project, and show an understanding of the consequences of any solutions or insights generated within a specific context.

    Integrated Assessment:
    To determine a learner's applied competence and successful completion of the Master of Environmental Health qualification, a comprehensive integrated assessment approach will be undertaken. This approach combines formative, summative, and experiential learning methods to evaluate learners' foundational, practical, and reflexive competence.

    The assessment will comprise:
  • Formative assessment: Regular progress monitoring, research proposals, literature reviews, and oral presentations.
  • Summative assessment: Dissertation, scientific article, and final research presentation.

    Experiential Learning and Practical Components:
  • Research project execution and dissertation production.
  • Practical demonstrations of research skills and competence

    Learners will complete various assessment tasks, including:
  • Written research proposals
  • Literature reviews
  • Oral presentations
  • Scientific articles
  • Dissertations
  • Research presentations to a scientific audience.

    The assessment methods are guided by the qualification's purpose, focusing on the development of advanced knowledge, critical research skills, and professional attributes.
    The integrated assessment approach ensures learners demonstrate:
  • In-depth knowledge and understanding of Environmental Health principles and practices
  • Critical thinking and problem-solving skills
  • Research competence and autonomy
  • Professional attitude, ethical behaviour, and values.

    By using a combination of assessment methods, this qualification ensures learners are holistically prepared for professional practice and further research in Environmental Health. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Master of Environmental Health qualification was compared to similar offerings at reputable institutions worldwide, including the African region, to ensure alignment with global best practices.

    The comparison involved the following qualifications:
  • Master of Science (MSc) in Environmental Health, University of Strathclyde (United Kingdom)
  • MSc Environmental Health, University of Ulster (United Kingdom)
  • MS Environmental Science, Fort Valley State University (United States of America)
  • MSc Environmental Health, University of Nairobi (Kenya)

    These qualifications were chosen for their strong reputations, accreditation, and similarity in scope and content to the Master of Environmental Health qualification.

    The University of Strathclyde's MSc Environmental Health was selected due to its emphasis on research-informed teaching and industry partnerships. The University of Ulster's MSc Environmental Health was chosen for its focus on professional practice and policy development. The MPH in Environmental Health from the Maryland Institute for Applied Environmental Health was selected for its interdisciplinary approach and emphasis on applied research. Fort Valley State University's MS Environmental Science was chosen for its strong focus on environmental science and policy. The University of Nairobi's MSc Environmental Health was selected for its relevance to the African context and emphasis on sustainable development.

    Similarities:
    All qualifications focus on environmental health principles, research methods, and professional practice. Entry requirements typically include a relevant undergraduate degree and research experience.

    Differences:
    The University of Strathclyde's qualification has a stronger research focus, while the University of Ulster's emphasizes professional practice. The MPH from Maryland Institute for Applied Environmental Health includes a practicum component, whereas the MS Environmental Science from Fort Valley State University has a stronger environmental science focus.
  • Level and credits: All qualifications are at a master's level, with varying credit requirements (180-240 credits).
  • Assessments: A mix of written exams, research projects, and dissertations is used.
  • Duration: 1-2 years full-time.
  • Articulation: Graduates from these qualifications often pursue doctoral studies or professional certifications.

    Conclusion:
    The Master of Environmental Health qualification compares favourably with international best practices, demonstrating alignment with global standards in environmental health education. While unique aspects of the South African context are addressed, the qualification's overall structure and content reflect a strong international relevance.. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Master of Environmental Management, NQF Level 9.
  • Master of Health Sciences NQF Level 9.
  • Master of Health Sciences In Environmental Health, NQF Level 9.

    Vertical Articulation:
  • Doctor of Environmental Health, NQF Level 10
  • Doctor of Philosophy in Environmental Health, NQF Level 10
  • Doctor of Philosophy in Health Sciences, NQF Level 10

    Diagonal Articulation:
    There are no diagonal articulation possibilities for this qualification. 
    		•

    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. 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.