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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Health Sciences in Transdisciplinary Health Promotion 
SAQA QUAL ID QUALIFICATION TITLE
91930  Master of Health Sciences in Transdisciplinary Health Promotion 
ORIGINATOR
North West University 
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-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:
Health-care professionals who are credited with this qualification will be able to function with advanced intellectual and practical competencies in complex and ill-defined areas of health, focusing on a transdisciplinary team approach of health promotion across the total life span. The qualification aims at advancing existing professional skills and developing research skills, but does not lead to an additional professional qualification.

The qualification will enable health-care professionals from various disciplines to assist communities in increasing control over and improvement of their own health. The health-care professionals will be able to act as leaders, consultants, educators, specialist practitioners and researchers in transdisciplinary health promotion.

This qualification affords health professionals access to Doctoral studies, subsequently increasing the candidate pool for leadership in health.

Rationale:
Sub-Saharan Africa faces many challenges regarding health. It is no secret that these countries will not meet the millennium goals that are set for 2015 on the reduction of child mortality, improvement of maternal health and the combat against HIV and AIDS, malaria and other diseases. Medical costs have skyrocketed and the cost of treating preventable conditions is passed on to everyone through increased taxes and, in future, health-insurance premiums. The context of health has changed, and is complex and dynamic. There is greater emphasis on primary health-care delivery, health care for everyone and a community-based approach in the promotion of health.

Health promotion has become a wide-ranging field that encompasses everything, from nursing to fitness specialists. This fact has an effect on society as a whole and necessitates a re-evaluation of the nature of, access to and provision of health-care services. Working in this complex and dynamic field of health care is, therefore, a challenge to health-care providers, who were mainly trained in a single, illness-focused discipline and a structured environment of hospital and clinic services. There will have to be a shift from reactive to proactive health care on a health-promotion basis for all people across the life span and a transdisciplinary approach that provides health-care services to people where they are needed. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Apart from the formal requirements related to university admission, candidates who want to enrol for the Master of Health Sciences must:
  • Demonstrate the information-gathering, analysis and presentation skills required for study at exit Level 8 on the NQF.
  • Demonstrate understanding of and the ability to communicate accurately and comprehensively in the required medium of instruction.
  • Take responsibility for own learning and its progress within a structured learning environment.
  • Demonstrate the ability to monitor and evaluate own performance.
  • Have adequate basic knowledge of the discipline he/she represents to be able to argue the contribution of that discipline in a transdisciplinary team.

    Recognition of Prior Learning (RPL):
    The institution endorses the view that RPL constitutes an essential element of the transformation of access and admissions policies at education institutions in South Africa. Learners may apply in writing to the dean concerned for recognition or exemption of modules required for the qualification; the dean may grant recognition or exemption for no more than half the credits.

    An RPL process may be used to credit learners with credits in which they have developed the necessary competency because of workplace and work-integrated learning, for example, people currently holding the HPCSA specialisation certificates could be awarded credits towards the qualification based on RPL assessment.

    Access to the Qualification:
    Learners may gain access if they are in possession of:
  • A 480 Credit Professional Bachelor's Degree in Health Sciences.
    Or
  • A relevant Honours Degree in Health Sciences. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of three compulsory modules worth a total of 180 Credits.

    Modules:
  • Research Methodology, 16 Credits.
  • Dissertation, 16 Credits.
  • Transdisciplinary Health Promotion, 148 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply appropriate research methods and techniques to identify, analyse and formulate complex real-world research problem(s) in the domain of transdisciplinary health promotion, and communicate and defend, orally and in writing, substantial ideas.
    2. Demonstrate knowledge and critical understanding of national and international population trends and community needs, with special focus on health promotion, both in South Africa and globally.
    3. Apply theories and specialised tools and techniques in identifying and analysing complex real-world health problems and drawing valid, reliable and relevant conclusions from different sources.
    4. Communicate (with the help of a supervisor) results of the research effectively and ethically in a coherent dissertation and present this verbally to a specialist and non-specialist audience by using the resources of an academic-professional discourse, including the use of IT.

    Critical Cross-Field Outcomes:
    This qualification allows all the Critical Cross-Field Outcomes to be addressed. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Prescribed research reports are analysed and interpreted.
  • Feedback on research methodology, data collection techniques, data analysis procedures and principles is given in a systematic and comprehensive way.
  • Current professional and clinical discourses in the specific area of research are discussed.
  • Various sources of knowledge in a specific field are accessed.
  • Contributions are made through participation in discipline-related discussions on relevant issues in the field of health promotion.
  • Health trends that impact on health promotion are identified and participation in transdisciplinary team discussions on various aspects of health promotion is undertaken.
  • Multiple sources of knowledge production in a variety of contexts particular to the field of transdisciplinary health promotion are critically interrogated and evaluated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Different underlying theories, ideas and concepts that are relevant to the current health sciences landscape are compared and the merits of each are argued.
  • An understanding of the theories related to health and research methodologies in this field is reflected and the application of such knowledge in a particular health context is explained.
  • The theory that is relevant to the health sciences and the practice of health promotion both locally and globally is applied.
  • Methods to enable communities to increase control over and improvement of their own health and well-being are described.
  • Knowledge gained is used to create supportive environments, strengthen community action, develop personal skills, re-orientate health services around the sharing of responsibilities through teamwork, and to build a healthy public policy.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Clear understanding of the context (including policy, legislation and global issues), appropriate concepts, methods, ethics, theories and analytical processes is reflected and discussed.
  • Appropriate application of the relevant concepts, methods, ethics, theories and analytical processes is reflected and presented.
  • Written work on the field of transdisciplinary health promotion displays critical analysis and a degree of intellectual independence.
  • Issues that reflect purposeful and critical application of advanced theory, current knowledge and expertise are analysed.
  • Conclusions and recommendations are justified by the use of appropriate evidence and arguments.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Clear, succinct and focused problem statements and research questions are formulated.
  • A research study, showing a comprehensive understanding of the suitable selection of an appropriate research methodology is designed.
  • The relevance and feasibility of the research design is proven.
  • A work plan for designed research is drawn up and the research is successfully disseminated according to the work plan.
  • A critical and focused literature review is conducted integrating existing background knowledge.
  • A logically argued and integrated scientific report in which applicable theory and literature are integrated with the research findings is written.

    Integrated Assessment:
    This Degree is presented via contact learning with a blended learning environment approach, including two theoretical modules as well as a research dissertation via contact and on-line delivery. Both teaching-learning and research activities include a variety of modes of delivery. The following forms of continuous formative and summative assessment are used to ensure integrated assessment of all Exit Level Outcomes:
  • Reports and written assignments including a full dissertation.
  • Transdisciplinary group debates.
  • Written examinations.

    Learning and assessment is integrated throughout this qualification as is expected when active learning is at the foundation of the development of teaching and learning opportunities. Continuous formative assessment is required to ensure that s get feedback on their progress towards the achievement of specific learning outcomes. Summative assessment is concerned with the judgement of the learning in relation to the Exit-Level Outcomes of the qualification. These assessments focus on the learners' ability to integrate the larger body of knowledge, necessary competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification.

    At least three formative assessments will be included per module and at least one opportunity for integrated assessment, where the main objective and key purpose of the qualification is assessed, will be included in the assessment activities for this qualifications. A memorandum with correct and/or examples of model answers is compiled for every formal formative and every summative assessment activity undertaken by students. Co-assessors and/or markers utilise the memorandums for formal formative and summative assessment activities effectively, as monitored by means of moderation activities. 
    		•

    INTERNATIONAL COMPARABILITY 
    This Master of Health Sciences in Transdisciplinary Health Promotion is comparable to similar qualifications from around the world with regard to Outcomes and Assessment Criteria, the depth and level of complexity of the content and expected competences, and with due regard to notional learning time.

    The University of Brighton, United Kingdom (UK), offers a Master of Administration in Health Promotion, which is aimed at empowering s to develop and extend their knowledge and skills in relation to internationally recognised core competencies in health promotion and public health.

    Modules:
  • Foundations of Health Promotion.
  • Community, Culture and Wellbeing or Global Health Promotion.
  • Health Promotion Practice.
  • A research method's module from the GPHSS Dissertation.

    The King's College, London, UK, offers a Master of Science in Health Promotion. The purpose of the MSc in Health Promotion is to develop and enhance knowledge and understanding and critically reflect on theories and ideologies central to the notion of health, and appreciate the social influences and context of health and health related practice. The qualification also aims to develop awareness of modern social theory and the relationship between health and society.

    Modules:
  • Health Promotion: Professional Perspectives Health: Concepts and Theories.
  • Research Methods.
  • The Social Context of Health.
  • Values, Ethics and the Public Health.

    The Deakin University, Australia, offers a Master of Health Promotion. This Master of Health Promotion is designed to enable learners from varying backgrounds to acquire the knowledge and skills necessary to develop appropriate and evidence-based health promotion programmes.

    Compulsory Modules:
  • Contemporary Health Issues and Policies.
  • Health Promotion.
  • Health Communication.
  • Needs Assessment and Health Program Planning.
  • Research Literacy for Health Practice.
  • Health Equity and Human Rights.
  • Health Program Evaluation.

    Elective Unit Options (only five will be selected):
  • Social and Cultural Influences on Population Health.
  • Health Economics 1.
  • Agricultural Health and Medicine.
  • Principles and Practice of Public Health.
  • Health and Social Impact Assessment.
  • Community Consultation and Participation.
  • Global Action for Healthy Cities and Communities.

    Conclusion:
    The Master of Health Sciences in Transdisciplinary Health Promotion compares favourably with the examples indicated above. The main purpose of these qualifications is to develop among the learners a sense of good health practice. The focus this of qualification and those abroad is to assist learners to develop strategies that seek to help people take action about their own health. The qualifications also emphasise education, community development, policy, legislation the importance of health promotion and the prevention of communicable diseases and injuries. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
    Horizontally, this qualification may articulate with the following Masters' Degrees at NQF Level 9:
  • Master of Public Health Nutrition.
  • Master of Public Administration: Public Health Care Management.
  • Master of Health Sciences Education.

    Vertical Articulation:
    Vertically this qualification may articulate with the following Doctoral Degrees at NQF Level 10:
  • Doctor of Philosophy: Health Sciences.
  • Doctor of Philosophy: Public Health Nutrition. 
    		•

    MODERATION OPTIONS 
    Guidance and feedback is provided to the learner on a monthly basis by the supervisor. The supervisor then gives final permission for a dissertation to be submitted for examination. All dissertations should be language and technically edited before submission. Three examiners (excluding the supervisors) are appointed with at least one being an external examiner.

    External moderators are independent experts in their fields, with qualifications at least on the same level as the qualification being examined and are recommended by the Examining Academic Department for approval by the Faculty Board. External moderators are not appointed as part of a reciprocal arrangement and are changed after three years. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Any assessor must be a recognised expert in their discipline or sub-field with qualifications in the relevant discipline at a higher NQF level than that of the modules being assessed. The assessor should be currently teaching or have 3 years' experience of teaching in HET, or be recognised by academic peers as an authority in the particular discipline. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 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. North West University 


    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.