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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Science in Global Health Ethics 
SAQA QUAL ID QUALIFICATION TITLE
124898  Master of Science in Global Health Ethics 
ORIGINATOR
University of Cape Town 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 09 - Health Sciences and Social Services  Preventive Health 
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 0535/25  2025-10-02  2028-10-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-10-02   2032-10-02  

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 
Purpose:
The Master of Science in Global Health Ethics qualification will prepare learners to identify and address the ethical challenges raised in frontier scientific research taking place, amongst others, in the Faculty of Health Sciences. This includes research on AI, Neuroscience, Genomics, Robotics, Data Science, and other areas. It will do so by centering knowledge from the African humanities to inform a consideration of ethics.

Learners' encounter with ethics will start with content from African philosophy, and political and social science, where they will learn about and probe questions such as what accounts of personhood emanate from African philosophy, and how should or could that shape understanding of ethics in the context of neuroscience, AI and genomics; How is the field of global health entangled in global and African history and how does that shape persistent global health inequalities

Learners will be sensitised to the historical, social, and political factors that influence the shape and organisation of global health research and engage critically with the ethics thereof in ways that reflect the ontologies, experiences, and needs of diverse communities in Africa.
Learners will be exposed to alternative ways of thinking about the world and their place in it by interrogating the relationship between science and society considering questions about how to build a just future.

Qualified learners may also pursue doctoral studies or work in research intensive institutions such as the Human Sciences Research Council (HSRC) and Medical Research Council (MRC) or serve on scientific projects and committees, including but not limited to research ethics committees on the continent and beyond. All graduates should see the value in and continue the work of shifting Africa from the periphery to the centre of global health research.

Upon completion of this qualification, a qualified learner will be able to:
  • Apply a variety of research methods to inform an understanding of conceptual and empirical problems that arise in research in global health.
  • Analyse and evaluate a wide range of data to develop and articulate creative solutions to ethical issues that affect global health research.
  • Apply technology competently and creatively to access, process, store, evaluate, manage, and convey information effectively.
  • Accept accountability for individual and group results by taking responsibility for planning, resourcing, managing, and producing requisite outputs.
  • Demonstrate understanding of developed scholastic expertise for entry into doctoral and other research education and/or research-based occupations and have a positive attitude towards research and information in general and to the ethical dimension of research in particular.

    Rationale:
    Recent global developments in medicine, molecular biology, medical robotics, and artificial intelligence promise to transform humans' ability to preserve health and well-being, and they also radically change what it means to be human. They are developed in the context of an increasing recognition of the critical interdependence of human, animal, and environmental health, and entrenched global and national health inequalities. Taking together, these developments and trends raise profound ethical questions relating to justice, relationality, autonomy, the role and governance of science in society, the rights and duties of individuals and communities, and so forth.

    In a world of interconnecting global and local hierarchies, these developments touch everyone. Yet postgraduate bioethics qualifications globally and in Africa largely teach health research ethics from the vantage point of Euro-American perspectives, to the exclusion of how specific ways of seeing, being in, and knowing (of) the world dominant on the African continent, impact the fundamental ethical questions that these developments raise. This constitutes a missed opportunity, not just for Africans but for the world in that the many ways in which could consider the ethical implications of new and emerging health technologies are limited to the views, experiences, and imagination of a powerful and privileged few.

    There is currently no postgraduate ethics degree in South Africa that trains participants to deeply engage in the ethical challenges to scientific developments in fields such as neuroscience, AI, data science, and genomics.
    Furthermore, there are no postgraduate ethics training qualifications in South Africa that offer a consistent engagement with knowledge from the African humanities.

    Qualifying learners will be able to take on the following kinds of roles and positions:
  • Science policy development for organisations such as ASSAf, SA MRC, the African Academy of Sciences, the Africa CDC, and NEPAD.
  • Ethics consultation and advisory roles for organisations such as MSF, the International Red Cross, and the World Health Organisation.
  • Research ethics management and administration.
  • Staff and learners on international or national ethics research projects.
  • Community and public engagement practitioners:

    The above-mentioned roles and positions are just a few examples of positions that learners would pursue. Furthermore, they could pursue academic careers and will be supported to seek funding for further postgraduate studies.
    Early conceptualisations of the qualification were discussed with a range of international partners, including the WHO Ethics department and staff at the University of Oxford Ethox Centre and at the Berman Institute at the University of Johns Hopkins, who all agreed that the qualification is timely and important.

    Qualified learners should be able to contribute to global health in several ways, such as academics producing original research; as experts and advisors to those who work in matters relating to global health ethics; as ethics administrators in research institutions and in universities; and as policymakers in both the public and private sectors.

    While there are a few master's qualifications on offer in South Africa which focus on ethics broadly construed, the majority of these are offered in Humanities faculties, and none focus explicitly on new and emerging frontier scientific developments in health or global health.

    This qualification will address the need voiced by many staff members in the FHS to equip learners with strategies and knowledge to deal with ethical dilemmas that arise in the clinical and health research settings and to minimise and prevent moral burnout and injury in these settings. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning will be applied in accordance with the institution's policies and procedures to support access for candidates who may not meet the standard academic requirements but who can demonstrate substantial and relevant experiential learning.

    Access via RPL:
    Applicants who do not hold a formal NQF Level 8 qualification may be considered for admission based on RPL, provided they have:
  • An NQF Level 7 qualification (or a SAQA-evaluated equivalent); and
  • At least three years of relevant experience in the health sector, including roles such as qualitative or quantitative researcher, data capture, member of a research ethics committee, healthcare provider, nurse, allied health professional, or community health worker.

    Applicants seeking access via RPL must submit a portfolio of evidence demonstrating how their prior learning and experience align with the knowledge, competencies, and ethos required for the MSc in Global Health Ethics.

    Each application will be assessed on a case-by-case basis by an ad hoc RPL Committee comprising:
  • The Director of the Ethics Lab.
  • The Programme Convenor.
  • A representative from the Faculty Teaching and Learning Committee.
  • At least one content expert in the field relevant to the applicant's prior learning.

    Credit and Exemptions:
  • Credit Transfer: No credits from other qualifications or programmes will be transferred into this MSc based on prior learning.
  • Module Exemptions: No exemptions from core modules or programme requirements will be granted through RPL.

    This approach ensures that all learners engage fully with the programme's integrated and ethics-centred curriculum, while still enabling broader access in line with national imperatives.
    Up to 10% of applicants in a single cohort may be admitted with an NQF level 7 qualification and experience in health research (broadly construed) or practical experience in another relevant field. Such applications will be considered on a case-by-case basis.

    Entry Requirements:
    The minimum entry requirements for this qualification are:
  • Bachelor of Health Sciences Honours, NQF Level 8.
    Or
  • Bachelor of Health Sciences Honours in Biomedical Sciences, NQF Level 8.
    Or
  • Postgraduate Diploma in Health Management, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 9, totaling 180 Credits.

    Compulsory Modules, Level 9, 180 Credits.
  • Interrogating the Landscape of Global Health Ethics,10 Credits.
  • Global Health and African Humanities, 30 Credits.
  • Methods and Practice of Global Health Research Ethics, 30 Credits.
  • The Ethics of New and Emerging Health Technologies,18 Credits.
  • Research with Underrepresented Communities, 16 Credits.
  • Special Topics in Health Research Ethics, 16 Credits.
  • Minor Dissertation, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply knowledge of and demonstrate understanding of the acquired sound knowledge of the history, context, principles, theories, guidelines, policies, practical concerns, role-players, and ethical and legal issues pertinent to global health research ethics.
    2. Develop advanced research expertise and can apply a variety of research methods to inform an understanding of conceptual and empirical problems that arise in research in global health.
    3. Collect, analyse, and evaluate a wide range of data to develop and articulate creative solutions to ethical issues that affect global health research.
    4. Apply technology competently and creatively to access, process, store, evaluate, manage, and convey information effectively.
    5. Accept accountability for individual and/or group results by taking responsibility for planning, resourcing, managing, and producing requisite outputs.
    6. Develop scholastic expertise for entry into doctoral and other research education and/or research-based occupations and have a positive attitude towards research and information in general and to the ethical dimension of research in particular. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Illustrate understanding of key events and policies in global health ethics.
  • Apply ethical theories, including African approaches.
  • Identify and critique ethical issues in emerging technologies.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Select and apply appropriate research methods.
  • Critically analyse global health dilemmas.
  • Illustrate understanding of research ethics governance.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Design and execute research using relevant data.
  • Develop coherent, creative ethical solutions.
  • Synthesise and communicate research findings effectively.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply digital platforms to convey information.
  • Apply research tools and data systems.
  • Illustrate IT proficiency in research tasks.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Manage tasks and deadlines, demonstrating accountability in group work.
  • Apply feedback for improvement through group contribution reports, peer reviews, reflections, and progressive assignments.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Conduct independent research.
  • Reflect critically on research ethics.
  • Illustrate preparedness for further scholarly work.

    INTEGRATED ASSESSMENT
    The qualification is underpinned by the capabilities approach, developed by Amartya Sen and Martha Nussbaum, which focuses on expanding learners' real freedoms and opportunities to lead lives they have reason to value. This approach shifts emphasis from mere knowledge acquisition to the holistic development of learners' capabilities, including ethical reasoning, autonomy, communication, and critical

    reflection. Applied to higher education, it frames learning as both intrinsically valuable and socially transformative.
    Assessment across the qualification is integrated and multi-dimensional. Each course includes a combination of formative and summative assessments that are aligned to the Exit Level Outcomes (ELOs) and collectively ensure a balance between the development of competence and its demonstration.

    Formative assessments provide iterative, low-stakes feedback and foster learner engagement in deep learning. Summative assessments are used to certify competence, typically through written, oral, and applied tasks. Where appropriate, assessments are scaffolded (e.g., draft to final output) to support learning progression as shown below:
  • Global Health Ethics Landscape Group work, in-class exercises, Case study (50%) written test (2 x 25%).
  • Global Health & African Humanities Mind-map, Essay (30%), annotated bibliography (20%); assignment (20%); 3 x class tests (10% each).
  • Methods & Practice of GH Ethics Roleplays, Protocols, Class test (15%), research proposal (40%), journal club (15%), REC responses (30%).
  • Ethics of New Health Technologies, Panel discussion on a film that addresses a new and emerging technology. Forecasting exercise on a health-related development 40%, webinar proposal: 20%, journal club 40%.
  • Research with Underrepresented Communities, Community engagement activities including feedback to the class, Paired project on a poster 30%, written assignment 30%, reflective response on the course 40%.
  • Special Topics in Health Ethics, Article analysis, presentations, Presentation on existing ethical framework 40%, written assignment 30%, response to a letter to the editor 30%. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared with qualifications from the following countries.

    Country: United Kingdom
    Institution name: The University of Liverpool
    Qualification title: MSc Global Healthcare Ethics
    Duration: One year

    Entry requirements:
  • A relevant undergraduate degree in health, humanities, or social science (with an award minimum 2:2, 57%),
    Or
  • Intercalating medical or dentistry learners who have completed a minimum of 3 years of undergraduate medical/dentistry training
    Or
  • Applications from learners who have relevant and substantial professional or personal experience directly related to the programme will be considered. A detailed personal statement and CV outlining relevant experience should be submitted with the application.

    Purpose/Rationale:
    The MSc Global Healthcare Ethics qualification will provide the opportunity to explore and understand the ethical challenges of healthcare delivery in a global context.

    Its unique design focuses on bioethical issues as they appear in practice and goes beyond it by exploring how different cultures and healthcare systems tackle these problems. At the same time, the programme provides a greater understanding of socio-cultural and economic aspects of healthcare at a global level.

    Global Healthcare Ethics has a very personalised/flexible design with a core of applied clinical ethics and additional options. To accommodate different professional and personal needs, the programme has a flexible blended learning structure that allows learners to engage with ethicists and health professionals and to share their experiences and ethical dilemmas. The focus, as is evidenced by the core module 'Applied Ethics for Clinical Practice', is on providing learners with an opportunity to gain a deeper and more systematic awareness and understanding of these issues, and to explore the moral problems encountered by health care professionals around the globe. In contrast, the UCT qualification is less focused on clinical practice than on health research ethics.

    Course structure Modules:
  • Applied ethics for clinical practice.
  • Global bioethics.
  • Global healthcare ethics placement/workplace observership.
  • Ethics in translational medicine.

    Similarities:
  • The University of Liverpool (TUL) and the South African (SA) qualifications are both completed over one year.
  • The SA qualification will enable learners to contribute to global health in several ways: as academics producing original research; as experts and advisors to those who work in matters relating to global health ethics; as ethics administrators in research institutions and in universities.
  • Similarly, Global Healthcare Ethics has a very personalised/flexible design with a core of applied clinical ethics and additional options.

    Differences:
  • The focus of the TUL qualification is evidenced by the core module 'Applied Ethics for Clinical Practice' is on providing learners with an opportunity to gain a deeper and more systematic awareness and understanding of these issues, and to explore the moral problems encountered by health care professionals around the globe. In contrast, the SA qualification is less focused on clinical practice than on health research ethics.

    Country: Malaysia
    Institution name. The University of Malaysia Qualification name: Master of Health Research Ethics
    Duration: 48 months

    Entry requirement:
  • Bachelor's degree related to health research ethics with a CGPA of at least 3.0 and above or equivalent.
    And
  • Passed the entrance assessment set by the faculty (shortlisted candidates will be interviewed).

    Purpose/Rationale:
    The realm of health research in Malaysia and Southeast Asia has witnessed a remarkable surge in recent years. However, an essential aspect that demands urgent attention is the awareness and understanding of research ethics, especially when it involves human subjects. Insufficient knowledge in this area increases the potential risks and harms faced by research participants.

    This qualification equips graduates with the intellectual acumen and practical skills necessary to navigate the intricate ethical landscapes inherent to international biomedical and social science research. By fostering thoughtfulness and expertise, MOHRE graduates are empowered to engage effectively with a broad range of pressing ethical challenges. Furthermore, their contributions extend to enhancing the effectiveness of research ethics committees, shaping policies, refining training programs, and promoting ethical practices.

    This qualification offers the most similar qualification in terms of scope and focus. Their one-year coursework Master of Health Research Ethics develops several core competencies in learners, such as understanding the ethical foundations of research and mechanisms for meaningful research ethics oversight; critically reviewing, analysing, and mitigating ethical issues that arise in research; teaching and training of others in the ethical aspects of research and its oversight; and conducting scholarship in research ethics. While the South African qualification offers several similar courses to this qualification, such as Research with Special

    Populations, Ethical Issues of Emerging Sciences, and the Responsible Conduct of Research and Health Research Methods, it does so with a distinctly African focus and orientation.

    Course structure Modules:
  • Research Methods.
  • Foundations of Research Ethics.
  • Research Ethics in Special Populations.
  • Responsible Conduct of Research.
  • Ethical Issues in Global Health Research and Clinical Trials.
  • Ethical Issues of Emerging Sciences.
  • Practicum in Health Research Ethics.
  • Research Project.
  • Good Clinical Practice.
  • Ethics in Animal Research, comparable with The Ethics of New and Emerging Health Technologies.
  • Healthcare Law and Ethics.
  • Ethics of Science and Technology.

    Similarities:
  • The University of Malaysia (UM) and the South African (SA) qualifications share similar modules such as Ethics in Animal Research, comparable with The Ethics of New, Emerging Health Technologies, Research Project, and Special Topics in Health Research Ethics. Research with Underrepresented Communities and Research Ethics in Special Populations.
  • This qualification equips graduates with the intellectual acumen and practical skills necessary to navigate the intricate ethical landscapes inherent to international biomedical and social science research.
  • Similarly, the SA qualification will prepare learners to identify and address the ethical challenges raised in frontier scientific research taking place, amongst others, in the Faculty of Health Sciences.
  • SA graduates will be able to contribute to global health in several ways, such as academics producing original research; as experts and advisors to those who work in matters relating to global health ethics; as ethics administrators in research institutions and in universities; and as policymakers in both the public and private sectors.
  • Similarly, UM graduates will explore careers related to health research ethics, such as ethics institutional review board members, university academician or lecturer, researcher in health institutions, manager of clinical research centres, lawyer in law firms, officer in bioethics institutions, editorial member in publishing body, executives in ethics accreditation body, and policy developer in the government agency.

    Difference::
  • The SA qualification is offered over three years, whereas the UM qualification is offered over 48 months. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for the following articulation options.

    Horizontal Articulation:
  • Master of Philosophy in Health Systems and Services Research, Level 9.
  • Master of Social Science in Health Research Ethics, NQF Level 9.
  • Master of Science in Computational Health Informatics, NQF Level 9.

    Vertical Articulation:
  • Doctor of Philosophy in Clinical and Research Ethics, Level 10.
  • Doctor of Philosophy in Ethics, Level 10.

    Diagonal Articulation:
  • Specialised Occupational Diploma: Communication Coordinator (Water Liaison Practitioner), NQF Level 8.
  • 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: 
     
    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.
     
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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.