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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Health Sciences in Environmental Health 
SAQA QUAL ID QUALIFICATION TITLE
94797  Bachelor of Health Sciences in Environmental Health 
ORIGINATOR
Durban 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
National First Degree(Min 480)  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  516  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   2034-06-30  

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 purpose of this qualification is to develop a learner to be competent in the knowledge, attitudes, insight and skills required for the Environmental Health profession. Learners satisfying the requirements for this qualification will be able to register with the Health Professions Council of South Africa (HPCSA) as Environmental Health Practitioners functioning as independent practitioners. The Environmental Health Practitioner will function within the scope of the profession in order to improve the health of the community and the environment and contribute to sustainable development. They will be able to evaluate the effectiveness and efficiency of control measures in order to make necessary improvements. In addition they will be able to apply research skills and interpret and apply legislation, regulations and policies related to Environmental Health and to advise/educate role players on specific issues. The Environmental Health Practitioner will function as a member of a multi-disciplinary team of professionals in accordance with the scope of profession. As such this learner will be able to communicate effectively, foster entrepreneurship, uphold professional and Environmental Health ethics and manage human, financial and physical resources within the scope of profession.

The vision of the Human Resource Plan of the Department of Health is to ensure that there is an existence of "a workforce fit for purpose to meet the needs of the re-engineered health system and measurably improve access to quality health care for all by 2030". The control and improvement of public and environmental health requires a body of highly qualified professionals equipped with the necessary scientific, technological, managerial and social skills. The Bachelor of Health Sciences in Environmental Health Degree is designed to equip learners with these skills and to prepare them to work in partnership with allied health professionals in communities, locally and internationally. The learners will be able to find employment in both the public and private sectors as an Environmental Health Practitioner (EHP). In South Africa, the demand for EHPs exceeds the supply of Environmental Health learners. The World Health Organisation sets the requirements at one EHP per 10000 people, and the South African government lowered the requirements to 1 EHP/15000 people. The National Department of Health has indicated that as from 2011, there was a national shortage of 1265 employed EHP's.

The programme of study will produce a well-rounded learner who will have investigative and research skills to allow them to access essential information and apply critical thinking in the solution of environmental health problems, and human interface skills to communicate in different formats and at a number of different levels. The Degree is designed to produce a learner with such attributes, qualified for employment in municipal, provincial or private practice.

Rationale:
Primary Health has been identified as the cornerstone to preventative health in South Africa and Environmental Health is considered to be the profession most suitable to be a major role player in the new health system. The Bachelor of Health Sciences in Environmental Health will develop cognitive, technological and scientific enquiry capability and promote research, innovation and management skills necessary for management and development of the Environmental Health profession. Learners will practice primarily within South Africa in rural and urban contexts. This qualification also aims to promote an understanding of the multi-disciplinary approach to effective, efficient health care. In addition, this qualification aims to produce a professional practitioner that will take cognisance of the history of South African and will be able to adapt to the unique circumstances of a changing South Africa with emphasis on equity in health care, social upliftment and reduction of the burden of disease. The qualification is also designed to enable learners to pursue further personal, managerial, education, training and professional development and to promote life-long learning.

The process of curriculum renewal and development for Environmental Health started as far back as 2005, and is a collaborative effort amongst all the seven Universities of Technology offering qualifications in Environmental Health in South Africa. These consultations also included the Africa Academy for Environmental Health, which encouraged the development of an internationally portable curriculum aimed at (i) promoting environmental health articulation within various countries in Africa and (ii) which emphasised the importance of addressing environmental health problems specific to the African continent. In addition, external stakeholders, including our advisory board was consulted. The 7 Universities of Technology offering the Environmental Health Diploma currently, with the support of the HPCSA, agreed that the new 4 year Degree would replace the Diploma (National Diploma: Environmental Health, 3yrs). The HPCSA has advised all stakeholders that the Bachelors' Degree in Environmental Health will be the minimal requirement for all new registrations with the Health Professions Council of South Africa (HPCSA) as Environmental Health Practitioners after 2019. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution has a RPL policy in place that allows learners access to higher education by recognising their prior qualifications and relevant experience. Learners are required to complete a RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio reflecting on extensive work learning. Once the institution's RPL office has deemed the RPL application as being complete, the portfolio will be sent to the Department of Emergency Medical Sciences for assessment. The department's RPL committee will assess the candidate'sportfolio against the relevant exit level outcomes.

Entry Requirements:
The minimum entrance requirement for entry to the qualification is:
  • A National Senior Certificate (NSC) granting access to Degree studies.
  • A Senior Certificate (SC) with endorsement for Degree entry. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of 35 compulsory modules at NQF Levels 5, 6, 7 and 8 totalling 516 credits.

    Modules at NQF Level 5 124:
  • Chemistry I, 16 Credits.
  • Physics I, 16 Credits.
  • Biochemistry I, 8 Credits.
  • Microbiology I, 16 Credits.
  • Anatomy and Physiology I, 16 Credits.
  • Mathematics I, 8 Credits.
  • Fundamental Environmental Health, 16 Credits.
  • Communications & Computer Literacy, 16 Credits.
  • DUT Cornerstone General Education, 12 Credits.

    Modules at NQF Level 6 120:
  • Planning for the Built Environment, 16 Credits.
  • Food Hygiene I, 20 Credits.
  • Epidemiology I, 16 Credits.
  • Sociology and Anthropology I, 16 Credits.
  • Research Methodology I, 12 Credits.
  • Environmental Pollution I, 16 Credits.
  • Occupational Health and Safety I, 16 Credits.
  • General education II, 8 Credits.

    Modules at NQF level 7 136:
  • Environmental Health Management and Admin I, 20 Credits.
  • Health Information Management, 8 Credits.
  • Food Hygiene II, 20 Credits.
  • Epidemiology II, 16 Credits.
  • Research Methodology II, 16 Credits.
  • Environmental Pollution II, 20 Credits.
  • Occupational Health and Safety II, 20 Credits.
  • Environmental Law and Legal Processes I, 8 Credits.
  • General Education III, 8 Credits.

    Modules at NQF Level 8 136:
  • Environmental Health Management and Administration II, 16 Credits.
  • Food Hygiene III, 16 Credits.
  • Environmental Pollution III, 20 Credits.
  • General Education IV, 8 Credits.
  • Research Project, 12 Credits.
  • Environmental Management, 20 Credits.
  • Occupational Health and Safety III, 20 Credits.
  • Environmental Law and Legal Processes II, 16 Credits.
  • Disaster, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply the principles of ethics, relevant legislation and professional behaviour within the Environmental Health milieu.
    2. Integrate and apply foundational, scientific principles and knowledge to Environmental Health sciences.
    > [Range of scientific principles and knowledge includes, but is not limited to Chemistry, Microbiology, Physics, Mathematics, Ecology/Geology, Anatomy and Physiology (human and animal), Sociology and Anthropology].
    3. Demonstrate competency in specified workplace skills.
    > [Work Integrated Learning practices includes theoretical (Work-Directed Theoretical Learning (WDTL) and Problem-based learning (PBL), to more practical forms (Project-based learning (PjBL) and Integrated Work-based learning activities (WBL)].
    4. Manage Environmental Health risks within natural, socio-economic, built and working environments within the scope of profession.
    5. Manage Environmental Health programmes focussing on prevention of environmental health risks.
    > [Range: manage refers to design, develop, implement and evaluate].
    6. Effectively manage Environmental Health services.
    > [Range: "Manage" includes financial, human and physical resources, as well as the planning control and utilisation thereof]
    7. Demonstrate project management skills within a project management life-cycle.
    8. Conduct and participate in Environmental Health research.
    9. Demonstrate interpersonal relations and professional behaviour in terms of the ethical code. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Ethical and legal responsibilities pertaining to the profession are applied during all interactions with clients, colleagues and/or the community.
  • All activities are performed in terms of ethical rules of the HPCSA, the scope of the profession, the Environmental Health package of services and the Batho-Pele principles.
  • Professional and personal growth is achieved through the assumption of various roles within the Environmental Health milieu or community setting and is evidenced during interactions between practitioners and communities/clients and/or practitioner and colleagues.
    > Range: Roles includes but are not limited to: educator, facilitator, administrator, project manager, law enforcement officer, community developer and researcher.
  • Interactions with community groups, Non-Governmental Organisations, clients and media are handled using tactful, objective, non-confrontational, culturally acceptable and language sensitive communication skills.
  • The requirements for registrations with the HPCSA and professional bodies are fulfilled.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Physical, chemical, biochemical and biological principles are integrated and applied in the identifying, assessing managing and controlling of Environmental Health risks and services.
  • Anatomical, Physiological, Pathophysiological and Mathematical principles and knowledge are integrated and applied in the identifying, assessing managing and controlling of Environmental Health risks and services.
  • Social and behavioural principles and knowledge are integrated and applied by means of community outreach, project facilitation and related Environmental Health services.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Expected level of competency related to Work Integrated Learning (WIL) is demonstrated and assessed by workplace mentors and supervisors.
  • Portfolios are completed in accordance with expected outcomes, required learning experience and in agreement with workplace mentors and supervisors.
  • WIL activities in accordance with the relevant policies and regulations of HE institutions and other stakeholders are initiated, planned, managed, monitored and evaluated (reflective practice).

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Current and potential health risks are identified and their impacts are assessed within the Environmental Health field, using applicable strategies.
  • Health risks are recognised in accordance with relevant legislation and best practice.
    > Range: Legislation includes, but is not limited to all health and environmental-related acts and regulations, codes of practice, norms and standards and work procedures.
  • A comprehensive risk management plan is compiled in accordance with relevant legislation and best practice.
  • All intervention measures for the identified Environmental Health risk are evaluated to determine corrective actions.
  • The effectiveness of the comprehensive risk management plan is monitored and reviewed.
  • Current and potential risks are addressed by applying various strategies.
    >Range: Environmental Impact Assessment, Social Impact Assessment, Strategic Environmental Assessment, and Health Impact Assessment.
  • The effectiveness of the comprehensive risk management plan is monitored and reviewed.
  • Findings, recommendations and requirements are reported in an acceptable format.
  • Verification tools are developed to measure and evaluate all elements of the Environmental Health risk management.
    > Range: 'Tools' could include surveys, questionnaires, statistical packages and reports'.
  • Public participation is conducted at all stages of the development and implementation of the risk management plan.
  • A report is presented in an acceptable report format and outcomes communicated to the relevant stakeholders.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • A situational analysis is performed in the community by collecting information, conducting meetings and interviews and by complying with acceptable protocols.
    > Range: Community refers to but is not limited to the community leaders, Non-Governmental Organisation demographic make-up of communities, available resources and current health promotion projects.
  • Sustainable health promotion programmes are designed, implemented, monitored and evaluated in compliance with accepted National policies and guidelines of health promotion.
  • Effective participation within in a multi-disciplinary health promotion programmes is demonstrated.
  • Participatory methodologies are used to promote Environmental Health among communities in the working, living and recreational environment.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Relevant managerial strategies and associated administrative skills are applied.
  • Policies, legislation and guidelines are critically reviewed and developed.
  • Gaps in policies, legislation and guideline gaps are identified and analysed, and recommendations are developed and implemented.
  • Human resources are managed within an Environmental Health context.
  • Labour relations policies and legislation are reviewed and applied in context.
    > Range: Labour relations, basic conditions of employment, Employment equity, Prevention of Discrimination Act, HIV and AIDS (AMS 16000), CPD.
  • The relationship between health, environment and sustainable development is applied in the context of Environmental Health service delivery.
  • Financial matters and physical resources of an Environmental Health service are managed adhering to relevant legislative requirements.
  • Environmental Health information system is managed and relevant electronic/software programmes for Environmental Health information system management are applied.
    > Range: Manage include collection, collation, interpretation, analysing, application and recording of health-related data.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The project is planned, fully implemented, managed, reported and assessed adhering to project management principles.
  • Time-management and financial management principles are applied within a project, and results are communicated (verbally and in writing) in an acceptable format to the relevant stakeholders.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • A research problem is identified.
  • The research proposal reflects national and international accepted guidelines and ethical norms.
  • Research methodology principles are applied in the design and execution of investigation.
  • Research data is managed in alignment with prescribed guidelines.
  • Results are communicated in appropriate format (verbal and in writing).
  • Interpretation, prioritisation and applicability of data is reflected in the report completely and accurately.
  • The research report addresses the identified problem as stated in the proposal.
  • Feedback of research results and recommendations is given to all stakeholders.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Communication strategies are developed and managed to improve Environmental Health services.
  • All forms of communication are handled promptly, politely, and professionally.
    > Range: All forms of communication include, but are not limited to letter and e-mail correspondence, telephone calls, site visits, group discussions, meetings, and presentations.
  • Protocols for communicating Environmental Health issues to community members are developed.
  • Participatory sessions are planned.
  • Systems for the communication of strategies for the delivery of Environmental Health services are developed and reviewed.
  • Conflict resolution skills are demonstrated.
    > Range: Skills include, but are not limited to, listening skills, respect for diversity, understanding the history and context of the conflict, identifying the nucleus of the problem separate from the symptoms, finding common ground and areas of agreement, as well as identifying negotiable and non-negotiable areas.
  • Communication and marketing strategies that are related to Environmental Health are managed and evaluated.
  • Various public speaking skills are demonstrated by applying a variety of resources and methods.
    > Range: Resources include, but are not limited to, electronic software, slides, posters, flip-charts, pamphlets, exhibitions, role-play, mentoring and debate.

    Integrated Assessment:
  • Assessment practices will be open, transparent, fair, valid, and reliable and ensure that no student is disadvantaged in any way whatsoever.
  • Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification will be integrated.
  • A range of formative and summative assessment methods will be used and combinations of practical, applied, foundational and reflective competencies will be evaluated. These include, but are not limited to:
    > Portfolios.
    > Workplace assessments.
    > Written assignments.
    > Written tests.
    > Case studies.
    > Project/assignment presentations.
    > Group Work activities.
    > Peer group evaluation.
  • Assessment will ensure that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    The process of curriculum renewal and development for Environmental Health is a collaborative effort amongst the seven Universities of Technology offering qualifications in Environmental Health in South Africa. These consultations also included the Africa Academy for Environmental Health, which encouraged the development of an internationally portable curriculum aimed at (i) promoting environmental health articulation within various countries in Africa and (ii) which emphasised the importance of addressing environmental health problems specific to the African continent. Further, our curriculum should rank with environmental health criteria internationally where the Bachelor Degree has replaced the Diploma in most countries. The proposed curriculum is thus the result of an extensive consultation process that included various environmental health academics and practicing professionals from 19 Universities, 7 Professional Bodies and 12 International Institutions.

    Best practices from the above qualification are reflected in the purpose, which is a multidisciplinary model that facilitates skills to work synergistically to make significant contributions to knowledge in our increasingly complex Environmental Health field in South Africa and within the African Context.

    Best practice is also reflected in similar admission, outcomes and assessment criteria worldwide and reflected in the following qualifications:

    Regional, SADC and Africa Academy for Environmental Health African Academy for Environmental Health: Generic Curriculum Environmental Health for Africa
    This qualification was designed in line with the proposed structure advocated by the Africa Academy for Environmental Health (AAEH). The AAEH is affiliated to the International Federation of Environmental Health who endorsed this concept as there is a need for an African Environmental Health qualification that meets the challenges of the African continent but one with global perspectives as well. The duration for this Degree is 4 years and entrance is determined by the professional bodies of the countries adopting this qualification.
    There are numerous educational institutions worldwide offering the qualification at a similar level. A few examples are included below:

    Moi University Kenya (Kenya):
    Bachelor of Science in Environmental Health.
    Their Bachelor of Science Environmental Health qualification aims at producing a learner capable of addressing environmental health issues from a global perspective and critically analyses environmentally related health problems with a view to proposing possible solutions.

    Nigeria:
    A Bachelor of Science/Technology Degree is offered at institutions of higher learning in this country. The duration is four academic years with an entrance requirement based on a General Certificate of Education at credit in five subjects including English, Mathematics, Physics, Chemistry and Biology/Health or Agricultural Science.

    California College or University (United State of America):
    Bachelor of Science in Environmental and Occupational Health, The curriculum for the Bachelor of Science Degree stresses the development of a basic science foundation and an in-depth coverage of applied concepts on Environmental and Occupational Health. Duration: 4 years.

    Conclusion:
    This qualification compares favourably with the identified international qualifications in terms of the purpose, entry requirements as well as the duration of the qualification. 

    ARTICULATION OPTIONS 
    The Bachelor of Health Sciences in Environmental Health enables learners to vertically articulate to a Master's Degree in Environmental Health or Masters in Management Science or Masters in Public Health, both at NQF Level 9 or any other related field of study.
    Horizontal articulation is possible to similar qualifications such as Bachelor of Human Ecology: Community Nutrition at NQF Level 8 or Postgraduate Diploma in Environmental Management at NQF Level 8 at other higher educational institutions-nationally and internationally. The design of the degree allows for inter-institutional mobility as the qualification was designed in collaboration with all other institutions offering Environmental Health in South Africa. 

    MODERATION OPTIONS 
    N/A 

    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 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. Durban 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.