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: 

Bachelor of Health Sciences Honours 
SAQA QUAL ID QUALIFICATION TITLE
80726  Bachelor of Health Sciences Honours 
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
Honours Degree  Field 09 - Health Sciences and Social Services  Curative Health 
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-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 qualification will produce graduates who are well equipped with the knowledge and skills to pursue a career in the demanding and rapidly advancing field of choice in the Health Sciences and provide a platform which may progress towards further study such as Masters and PhD qualifications.

Rationale:

The proposed programme is a niche area in the current developing world of health and disease and the need for relevant research in these areas. The demand for this programme from students is evident from the many enquiries received locally and nationally. Whilst many such students currently move into cognate disciplines within the BScHons, the proposed programme will broaden the scope and capacity of what Wits offers in order to meet the needs and deficits in the field and also strengthen the intellectual and operational capacities of students in this field of expertise. The programme is designed to deepen the subject matter competence developed by the student in her or his undergraduate choice of major (or similar) subject or disciplinary area, and to develop the student's research competence and capacity to work independently as a researcher. Graduates with such competence are in short supply nationally. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A firm grounding in the biological and/or health sciences provides a learning base for the achievement of the qualification.

Recognition of Prior Learning:

Recognition of Prior Learning will be applied on an individual basis and will be conducted in accordance with the institutional RPL policy and in agreement with the relevant ETQA.


Access to the Qualification:

Bachelor of Health Sciences or cognate discipline and percentage aggregate acceptable for institutional requirements. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
All modules, totaling 120 Credits, must be successfully completed in order to be awarded the qualification. 

EXIT LEVEL OUTCOMES 
1. Apply scientific investigative procedures in solving problems.
Range of procedures include, but are not limited to, collecting, researching, documenting, analysing, organising and critically evaluating information.

2. Apply advanced knowledge and skills to solve problems related to medical science and/or the health care industry.

3. Explain the implications of health, wellness and disease on health economics, health promotion, prevention and management.

4. Demonstrate an understanding of the essential roles played by all participants in a multidisciplinary healthcare delivery system.

5. Demonstrate the attitudes necessary for the achievement of high standards of ethical behaviour, both in relation to conduct and commitment in the workplace and in own personal development.

Critical Cross-Field Outcomes:
  • Identifying and solving problems are demonstrated in the application of scientific investigative procedures.
  • Working effectively with others is demonstrated in the successful solving of problems and delivery of reports and/or research results.
  • Organising of self is demonstrated in the successful participation in research projects and healthcare delivery.
  • Collating information is indicated in the quality of research reports and problem solving.
  • Communicating effectively is demonstrated in the successful delivery of collective reports and/or research projects.
  • Utilising science and technology effectively is demonstrated by the successful completion of all the Exit Level Outcomes.
  • Understanding the world as a set of related systems is indicated in the successful application of acquired learning to self, colleagues and the various aspects making up communities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Demonstrate a sound understanding of scientific investigative procedures and their application to problem solving.
    1.2 Apply a problem solving model to the assessment of a scientific or administrative problem, to develop and test hypotheses.
    1.3 Analyse information from scientific investigative procedures or data gathering exercises.
    1.4 Interpret and evaluate results.
    1.5 Demonstrate enterprise in solving problems.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Apply knowledge of the Physical sciences, such as chemistry, biology and/or life sciences, such as sociology, psychology, in solving healthcare-related problems.
    2.2 Apply knowledge of the scientific basis of normal human structure and function in solving healthcare-related problems.
    Range of human structure and function includes, but is not limited to, anatomy, physiology, biochemistry, molecular medicine, the health care system.
    2.3 Apply core knowledge of molecular medicine when required in solving problems related to medical science.
    2.4 Critically evaluate the relevant literature and effectively use of a modern library in order to keep up-to-date with new developments.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Collect, record, analyse and disseminate health-relevant information of the whole individual and his or her place in the family, society, the population and the environment, in a systematic and reliable way.
    3.2 Analyse the burden of disease within the community, by applying the environmental, socio-economic, political, ecological and behavioural determinants of disease, for health promotion and prevention purposes.

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 Explain the nature and scope of the various medical science and health related disciplines which are a feature of the multidisciplinary healthcare delivery system.
    4.2 Work effectively with others in a project team to produce a report on the essential roles played by the various participants in healthcare, its education, research and delivery.
    4.3 Deliver scientific reports and/or research results orally and in writing to colleagues and associates, using appropriate structure, language and style.

    Associated Assessment Criteria for Exit Level Outcome 5:

    5.1 Incorporate ethical and legal issues in the application of medical research and healthcare delivery.
    5.2 Show respect for colleagues and clients that encompasses, without prejudice, diversity of background and opportunity, language, culture and way of life.
    5.3 Demonstrate an awareness of the moral and ethical responsibilities involved in individual patient care and in the provision of healthcare to communities.

    Integrated Assessment:

    Integrated assessment will be achieved from a variety of strategies including written examinations, group and individual projects and assignments, field trips, practical examinations and a research report. Some of the criteria may be assessed through observation of the learners during their classes.

    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 relevant academic staff.

    Summative assessment will comprise the delivery of a research report which will integrate practical, theoretical and reflective competence. All aspects of the research report will be included in the assessment. There will also be a written examination; an objective structured practical examination and possibly an oral examination may be required. 

    INTERNATIONAL COMPARABILITY 
    A number of international universities offering a Bachelor of Health Science (Honours) degree - or degree with similar designation - have been identified. The universities listed are all English-speaking and historically of British Commonwealth origin, in both the northern and southern hemispheres, and as such are likely to have an academic style and tradition which is comparable with that of the University of the Witwatersrand (Wits). Several of these, e.g., Auckland, Monash, Ottawa, Queensland and Nottingham, are universities which are well known to us and we have confidence in comparing our qualification with theirs.

    Given the wide scope of the field of Health Sciences, it is inevitable that the programmes listed will cover variable content areas. Some are very specific, e.g., Sports Science, Medical Radiation Therapy, while others have a more general curriculum, particularly those which consist of a research project only. The Wits degree falls somewhere between these extremes, since it includes coursework modules specific to a particular discipline area of choice, as well as a research project. With regard to the percentage of research (including a research methods module) it is also comparable with the degrees which combine course work and research. Wits has 58% research, the others (where such specific information is available) are around 50% in a one year programme, or in the final year of a 3 or 4 year programme. Like Wits, most of the programmes offered at the relevant institutions, offer on-site, face-to- face delivery.

    Entry criteria for the various universities are difficult to judge unless one has an accurate understanding of scoring methods and standards, but they all appear to require achievement at least in the upper quartile, which is comparable with the Wits requirement of a 65% aggregate.

    Here follows a summary of the names, duration, admission criteria, content and delivery methods of the various universities used for comparison:
  • Auckland, New Zealand: Bachelor of Health Science (Honours) - 1 year full time; 2 years part time.
    Admission rules: B grade or higher in Bachelor in Health Science degree or equivalent.
    Content: Total credit points = 120; Course work modules=60 points; Research dissertation = 60 points.
  • Nottingham, Malaysia Campus: Bachelor of Science (Honours) Pharmaceutical Sciences and Health Sciences - 3 years full time.
    Admission Rules: Entry from school with A-levels in Sciences.
    Content: Years 1 and 2 Health Science modules such as Physiology, Microbiology, Pharmacology. Year 3: Optional modules with business orientation plus semester-long research project.
  • Calgary, Canada: Bachelor of Health Sciences (Honours) - 2 years full time.
    Admission Rules: Appropriate prerequisite Maths and Physics courses.
    Content: Optional research-based major in Bio-informatics, Biomedical Science or Health and Society, each with appropriate second level prerequisite science courses.
  • Monash, Australia: Bachelor of Health Science (Honours) - 1 year full time; 2 years part time.
    Admission Rules: Distinction average in third year of BHSc or equivalent.
    Content: Total credits = 48 points; Studies in health research = 12 points; Research project 1 = 12 points; Research project 2= 24 points.
  • Coventry, United Kingdom: Health Studies BSc Honours - 1 year full time; 2 years part time.
    Admission Rules: Diploma or equivalent in a health care subject.
    Content: Choice of six health related modules plus a research project.
  • Dublin City, Ireland: Bachelor of Science in Sports Science and Health (Honours) - 4 years full time.
    Admission Rules: A-levels with appropriate Sciences.
    Content: Years 1 to 3: Natural and life sciences as applied to sport, exercise and health; Year 4: Major research project and group projects.
  • Queensland, Australia: Bachelor of Health Sciences (Honours) - 1 year full time or part-time equivalent.
    Admission Rules: Degree relevant to research area with GPA of 5.0.
    Content: Literature review, oral proposal presentation, coursework on thesis preparation, research thesis.
  • Ottawa, Canada: Bachelor of Health Sciences with Honours in Medical Radiation Therapy - 1 year full time; 2 years part time.
    Admission Rules: Bachelor of Health Sciences in Medical Radiation Therapy with B+ average.
    Content: Total points = 120; Research methods course = 30 points; Research thesis = 90 points.

    From the above, it is clear that this qualification is on par with what is being offered around the world. It is foreseen that the rest of the African countries will benefit from this qualification as Wits is well known for its intake of students from beyond the borders of South Africa. 
    		•

    ARTICULATION OPTIONS 
    This Qualification articulates horizontally with:
  • Other Honours or professional degrees in related fields.

    The Qualification articulates vertically with:
  • A Master's degree in a related field. 
    		•

    MODERATION OPTIONS 
  • Internal and external moderation will be conducted by moderators appointed by the provider, in accordance with the institutional policy
  • Both internal and external moderators must be in possession of an appropriate qualification, as well as relevant clinical expertise and current experience. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    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.
     
    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.