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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Science in Epidemiology 
SAQA QUAL ID QUALIFICATION TITLE
71757  Master of Science in Epidemiology 
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
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  300  Level 8 and above  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The main aim of the Master of Science in Epidemiology is to develop capacity and excellence in the field of epidemiology as applied to the public health needs of South Africa and other African countries.

Rationale:

The focus should be on the following:
  • Range of typical learners.
  • Providing added value to qualifying learners.
  • Occupation, jobs or areas of activity in which qualifying learners will operate.
  • Proof of demand for the qualification- Benefit to society and the economy.
  • Evidence of planned combination of outcomes which have a defined purpose and will provide learners with applied competence and a basis for further learning).

    As there are very few trained Epidemiologists and Biostatisticians in Africa, the Masters program aims to address the skills gap. Since the courses within MSc (Med) started, demand for the new qualification has increased from 3 students enrolled in the first year to an average of 16 enrolled students in recent years. For 2005 we have received 50 applications.

    Students completing courses in the current MSc (Med) have excellent career opportunities. These include:
  • Research institutions (e.g. Medical Research Council).
  • Academic institutions.
  • Statistics South Africa, National Institute of Non-communicable diseases.
  • National, provincial and district health departments (e.g. Epidemiology and Surveillance section, National Department of Health).
  • Public health departments.
  • Research and demographic surveillance sites.
  • Occupational health sector.
  • International agencies such as WHO, SADC, UNICEF, UNAIDS. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    To be considered for admission into the program applicants must have a four year BSc Honours or a professional Bachelor's degree in the Health Sciences. Applicants have to comply with the University and Faculty rules such as for English Language proficiency and comply with faculty rules. 

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    Credits; NQF level 8; Total:
  • Fundamental; 240; 240.
  • Core; 20-40*; 20-40*.
  • Elective; 20-40*; 20-40*.
    Total; 300.

    * Depending on focus area chosen, a student does either have to take two additional core courses and four electives, or four additional core courses and two electives.

    Proposed Curriculum Rules.

    Name of curriculum:

    1. Epidemiology and Biostatistics.
    2. Population Based Field Epidemiology.

    Course name and code (if code exists); Year of study; Optional/Compulsory; Full/Half course; Wits points; SAQA credits; CESM; NQF Level; School and/or lecturer:
  • Master of Science in Epidemiology consists of 13 to 15 courses and a research report. The 15 courses must include a minimum of 9 core courses. An additional 2-4 compulsory courses are added depending on the field of study and 2-4 selective options can be chosen; N/A; N/A; N/A; N/A; 300; 09 01; 8; N/A.
  • Orientation; P/T 1; Optional; 3 days; N/A; 0; N/A; 8; Wits School of Public Health.
  • Introduction to Biostatistics in Computing; P/T 1; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Research Ethics; P/T 2; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Epidemiology for Health Researchers I; P/T 1; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Epidemiology for Health Researchers II; P/T 1; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Epidemiology for Health Researchers III; P/T 1; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Biostatistics for Health Researchers I; P/T 1; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Biostatistics for Health Researchers II; P/T 2; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Introduction to Demographic methods; P/T 2; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Research Protocol Development; P/T 2; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.

    And
  • A Research report; P/T 2 and 3; Compulsory; Full course; N/A; 150; N/A; 8; Wits School of Public Health.

    And Either:

    For Epidemiology and Biostatistics, additional compulsory modules:
  • Surveillance; P/T 2; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Biostatistics for Health Researchers III; P/T 2; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.

    And 4 electives; N/A; Compulsory; Full course; N/A; 40; N/A; 8; Wits School of Public Health.

    Total for the focus on Epidemiology and Biostatistics; 300 credits.

    Or:

    For Population-Based Field Epidemiology additional compulsory courses:
  • Intermediate Demographic Methods; N/A; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Principles and operation of relational databases; N/A; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Applied Field Epidemiology; N/A; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Advanced seminars in research leadership; N/A; Compulsory; Full course; N/A; 10; N/A; 8; Wits School of Public Health.
  • Students will only be able to choose two elective optionsN/A; Compulsory; Full course; N/A; 20; N/A; 8; Wits School of Public Health.

    Total for the focus on Population-Based Field Epidemiology; 300 credits.

    The elective options include the following options:

    Course name; SAQA credits:
  • Surveillance; 10.
  • Biostatistics for Health Researchers III; 10.
  • Intermediate Demographic Methods; 10.
  • Applied Field Epidemiology; 10.
  • Principles and Operation of Relational Databases; 10.
  • Advanced Seminars in Research Leadership; 10.
  • Communicable Disease Epidemiology; 10.
  • Clinical Epidemiology; 10.
  • Statistical Considerations in Randomized Controlled Trials; 10.
  • Non Communicable Disease Epidemiology; 10.
  • Cancer Epidemiology; 10.
  • Integration of Qualitative and Quantitative Research; 10.
  • Nutritional and Lifestyle Epidemiology; 10.
  • Health Care Financing; 10.
  • Problem-Solving and Decision-Making for Managers; 10.
  • Project management for Health Practitioners; 10.
  • Data models for longitudinal population data; 10.
  • Project management for Health Practitioners; 10.
  • Introduction to DSS management systems; 10.

    Total for 15 Courses and Research Report; 300 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply theories of epidemiology to analyse, interpret and evaluate various critical biomedical and public health problems.

    2. Apply theories of other relevant social sciences to analyse, interpret and evaluate various critical biomedical and public health problems

    3. Apply theories of biostatistics and data management to analyse, interpret and evaluate various critical biomedical and public health problems.

    4. To be able to integrate epidemiological, bio statistical, demographical and other social science in research work. To be able to conduct research work, analyze obtained data, summarize, evaluate and disseminate the research findings.

    Critical Cross-Field Outcomes:

    (a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made."

    Refer to all Exit Level Outcomes.

    (b) "Working with others as a member of a team, group, organisation, community."

    Refer to all Exit Level Outcomes.

    (c) "Organising and managing oneself and one's activities responsibly and effectively."

    Refer to all Exit Level Outcomes.

    (d) "Collecting, analysing, organising and critically evaluating information."

    Refer to all Exit Level Outcomes.

    (e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion."

    Refer to all Exit Level Outcomes.

    (f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others."

    Refer to all Exit Level Outcomes.

    (g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation."

    Refer to all Exit Level Outcomes.

    (h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of":
  • Reflecting on and exploring a variety of strategies to learn more effectively.

    Refer to all Exit Level Outcomes.
  • Participating as responsible citizens in the life of local, national and global communities.

    Refer to all Exit Level Outcomes.
  • Being culturally and aesthetically sensitive across a range of social contexts.

    Refer to all Exit Level Outcomes.
  • Exploring education and career opportunities.

    Refer to all Exit Level Outcomes.
  • Developing entrepreneurial opportunities.

    Refer to the following Exit Level Outcomes: 4. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Ability to calculate and interpret measures of disease frequency, risk and impact.
  • Ability to identify, assess and deal with bias and confounding in epidemiological studies.
  • Ability to critically assess and interpret epidemiological literature.
  • Ability to apply and implement epidemiological concepts in field settings.
  • Ability to describe the theoretical and practical issues in setting up, maintaining, analysing and evaluating a public health or demographic surveillance system.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Ability to describe the essential concepts in the study of demography.
  • Ability to define and use demographic measures and basic demographic assumptions.
  • Ability to apply basic demographic techniques to fertility, migration and mortality research.
  • Ability to use qualitative methods and to integrate these with quantitative methods.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Ability to use various bio statistical techniques.
  • Ability to compute and manage data for health research.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Ability to show research competence through the production of research report which demonstrates skills including the ability to evaluate research, review literature, ask relevant research questions, design and perform a study, collect data, perform and interpret statistical analyses on data, interpret results, draw conclusions and write the research report in acceptable structure, style and language.
  • Ability to conduct research with due regard for the moral, legal and ethical accountability and requirements of the profession.
  • Ability to critically evaluate published literature in the field and apply it in practice.
  • Ability to present research ideas and results to colleagues.

    Integrated Assessment:

    Integrated assessment will be both summative and formative. The summative component will take the form of a research project, which has design and technical components. Students will be required to formulate a research question, carry out a literature review, design an appropriate research strategy, present a research protocol, carry out the research, analyze, evaluate and interpret the results and present their findings as a scientific report. The assessment will thus integrate practical, theoretical and reflective competence and will be examined as an integrated piece of work in an oral examination incorporating verbal, written and visual submissions. In addition there will be objective structured examinations which will require integration of information from different areas of the course content. Formative integrated assessment will take place during seminar presentations, discussions and tutorials during which students are expected to participate in self-assessment, peer assessment and assessment by members of the academic staff. 
    		•

    INTERNATIONAL COMPARABILITY 
    A similar kind of Masters course for Population-Based Field Epidemiology is not yet offered elsewhere. This course has been developed in international collaboration with the London School of Hygiene and Tropical Medicine (LSHTM), University of Colorado, University of Ume, Sweden and the Swiss Tropical Institute, Basel, Switzerland. The Masters in the field of Epidemiology and Biostatistics is similar to the MSc in Epidemiology from the London School of Hygiene and Tropical Medicine. To our knowledge there is no equivalent Masters course in South Africa. To ensure international standards while addressing South African and African training needs in Epidemiology and Biostatistics, the course curricula have been developed in consultation with international experts and the courses which are currenly offered under the MSc (Med) are evaluated on a yearly basis by both local and international content experts. 

    ARTICULATION OPTIONS 
    Vertical articulation:
  • Doctor in Philosophy (PhD). 
    		•

    MODERATION OPTIONS 
    Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The Senate Policy on the Assessment of Student Learning regulates such matters. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. The University has a Senate Policy on the Assessment of Students Learning which regulates such matters.

    The procedures described below are broader than an 'assessor' focus: The Human Resources practices and procedures for selecting new staff set the standard, and competence as an assessor is usually demonstrated by the experience the person has, which is probed in the interview and through referees reports. HR policies and practices encourage staff to study further, whether within their disciplines or as educators (e.g. postgraduate qualifications in tertiary education, science education etc.). The HR performance management system places teaching and learning as a key performance area for every member of the academic staff, and within in that KPA, the development of competence in assessment methods is encouraged. The Centre for Learning, Teaching and Development (CLTD) offers staff induction programmes where the University's policy and standing orders on assessment are explained to new academic staff. The CLTD offers targeted education and training courses, and there is a strong focus on improving assessment practices, e.g. the annual CLTD colloquium on assessment. CLTD also manages the evaluation of lecturer perfomance called Assessment for Lecturer Perfomance (ALP) and course surveys for student feedback on the quality of courses. Education Development Officers in each faculty assist staff with designing and updating their courses with the inclusion of new teaching and assessment practices. CLTD considers applications for funding for training opportunities which have a specific teaching and learning focus, rather than a discipline-based focus. The Senate Committee on Teaching and Learning considers assessment issues which affect the whole University, and the system of periodic reviews (quinquennially) of Schools contains a section on teaching which asks questions on assessment. 

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

    NOTES 
    The courses are taught at sites which are part of the academic complex of the University, the academic complex includes the campus of the University of the Witwatersrand, Johannesburg and associated teaching hospitals and research sites. Because of the nature of the subject matter, to teach the courses effectively, fieldwork is a necessity. For example, whilst it is possible to teach the principles of population-based field epidemiology at the Medical School in Johannesburg, in order to complete the teaching it is more effective to teach it 'in context', which, in this example would be in the field where the population is based. For this reason, the teaching, where necessitated by the subject matter, will occur at the Agincourt Health and Demographic Surveillance Site in Mpumalanga, which is part of the School of Public Health of the University.

    Postgraduate supervision procedures and support:

    Each student will be assigned an academic staff member who will supervise the student's research in accordance with the Senate Standing Orders on Higher Degrees of the University. In addition there are Higher Degrees Standing Orders of the Faculty of Health Sciences:

    The process of selection and appointment of supervisors is managed within the school by an experienced academic research coordinator who works closely with a research administrator and each course academic coordinator. The process commences with students identifying their topic in broad terms during the module/unit on research protocol development. The School of Public Health then generally allocates supervisors to specific student projects. As far as possible the students' topic is matched to the supervisor's area of content, methodological expertise and interest. Supervisors must have a masters or PhD degree in a relevant field to be able to supervise students. Often one supervisor suffices, but more than one may be allocated, usually in the case of a content specialist not available in the School or in the case of an inexperienced supervisor, one of whom must be a Wits University staff member or an honorary staff member. Students are free to make proposals to the research coordinator about potential supervisors. Once supervisors are allocated to the students, the student will have a preliminary meeting with his/her potential supervisor to discuss the research topic and the supervisory agreements. A supervision agreement is then finalised and any changes in the supervision arrangements must be approved by the research coordinator.

    Supervisors perform according to supervisory guidelines and are encouraged to participate in regular supervisor meetings held within the School of Public Health and in workshops on graduate supervision organized by the Centre for Learning in Education, Wits University. 

    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. University of Witwatersrand 


    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.