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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. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Master of Public Health |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 9501 | Master of Public Health | |||
| 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 | Rehabilitative Health/Services | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 180 | Level 8 and above | NQF Level 09 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0733/25 | 2024-06-30 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2031-06-30 | |||
| 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 purpose of the Master of Public Health qualification is to meet the need in the country and the continent for professionals with expertise in public health to address the quadruple burden of disease, including communicable, non-communicable, injury and violence, and maternal and child health. To address the needs, we need to strengthen health systems, address the skills gaps in use of evidence for decision-making, programme planning, implementation and monitoring and evaluation. This qualification strives to produce future public health leaders with competence in at least one discipline in public health. Upon completion of this qualification, the qualifying learner will practice as a competent and independent thinker to contribute to achieving health equity and using evidence to address public health problems in South Africa and countries in west, east and southern Africa. The qualifying learner will be able to progress within a discipline in public health with the necessary knowledge, skills and competencies to function as a manager and to advance to doctoral studies in public health. Learners will be equipped with insights into the social determinants of health and how these contribute to health inequities. They will value working as part of an interdisciplinary team. Learners will offer skills in conceptualising and implementing research as well as planning and implementation skills within a discipline of public health. Rationale: The rationale behind the qualification is to develop public health practitioners, managers and researchers with an in-depth knowledge and expert skills in line with Sustainable Development Goals as guided by the World Health Organization. Knowledge and skills will address health systems strengthening, increase capacity for human resources for health, health economics, social and behaviour change, environmental and occupational exposures that harm human health and / or maternal and child health. Skills in conducting a situation analysis, prioritising, planning, implementing, and evaluating public health programmes would contribute to a strengthened health system and increased capacity in nongovernmental organisations and private sector to design effective programmes. This has the potential to prevent and promote health and reduce the burden of disease. There is a need to improve capacity to analyse the social determinants of health to address the drivers of health inequities at both structural as well as in the working and living environment. Using evidence to design effective programmes in different disciplines of public health is essential. The qualification will address the capacity gaps and enhance knowledge and skills of practitioners, managers and researchers within at least one discipline of public health thereby addressing the health needs and enhancing the assets of communities and ultimately reducing the burden of disease. The qualification will contribute to the career progression of public health practitioners within the core disciplines of public health through strengthened critical analytical skills and the ability to apply knowledge and skills to practice. The qualifying learner will also be able to proceed to Doctoral studies. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition Of Prior Learning (RPL):
Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL. The institution has an approved Recognition of Prior Learning (RPL) policy, which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits, or exemption from modules towards the qualification. RPL for access: RPL for exemption of modules: Entry Requirements: The minimum entry requirement for this qualification is: Or Or Or Or Or Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of compulsory and elective modules at NQF Level 9 totalling 360 Credits.
Select one Specialisation from the following Fields. Field of Exposure and Health Compulsory module, NQF Level 9, 360 Credits: Or Field of Health Economics Compulsory module, NQF Level 9, 360 Credits: Or Field of Health Systems and Policy Compulsory module, NQF Level 9, 240 Credits: And Elective module, NQF Level 9, 120 credits (Select any eight modules): Or Field of Occupational Hygiene Compulsory module, NQF Level 9, 360 Credits: Or Field of Maternal and Child Health Compulsory module, NQF Level 9, 240 Credits: And Elective module, NQF Level 9, 120 credits (Select any eight modules): Or Field of Rural Health Compulsory module, NQF Level 9, 240 Credits: And Elective module, NQF Level 9, 120 credits (Select any eight modules): Or Field of Social and Behaviour Change Communication Compulsory module, NQF Level 9, 240 Credits: And Elective module, NQF Level 9, 120 Credits (Select any eight modules): |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate competence in public health skills at the advanced level
2. Evaluate, teach, and implement research findings in the practice of public health. 3. Apply ethical, compassionate, and skilled ability to conduct all aspects of public health practice in relation to the care of populations and the organisation and management of health services. 4. Assess the principles and practice of public health from the basic to an advanced level, and can develop capacity in others. 5. Demonstrate self-direction and independence in his or her learning to become a lifelong learner, and will recognise personal education needs, utilise appropriate learning situations, and evaluate her or his own progress. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: INTEGRATED ASSESSMENT Integrated assessment is performed on a continuous basis through evaluation of performance in public health practice. Further, the research report that the learner submits is used in the integrated assessment of research mastery. In order to promote, monitor, and measure student learning throughout a course, no single assessment may count for more than 40% of the final mark unless there are special circumstances, in which case the permission of the Dean is required. |
| INTERNATIONAL COMPARABILITY |
| This qualification compares with the following international qualifications in terms of the range of competencies in the learning content offered.
Country: Uganda Institution: Makerere University Qualification: Master's in Public Health Similarities: Makerere University (MK) qualification was selected because the duration of the qualification is similar to the South African (SA) qualification (2 years full-time). There are similarities between the exit level outcomes, especially in the field of Health Systems and Policy in the SA qualification. For example, the MPH at Makerere aims to train leaders and managers with the capacity and skills to meet the demands arising from the decentralisation policy as a model of health service planning and delivery. Both qualifications aim to strengthen capacity in public health research. In terms of the delivery of the programme, there is a combination of coursework and research with some opportunities to develop expertise within fields of study. Differences: There are several differences as well. For example, the University of the Witwatersrand MPH offers six different fields of specialisation in Health Economics, Health Systems and Policy, Exposure and Health, Social and Behaviour Change, and Maternal and Child Health. Each of the fields of study has four or five field-specific modules. At Makerere, there are single courses in some fields e.g., health economics. There is no equivalent field of study in social and behaviour change. A unique feature of the Makerere MPH is the practical field placements working with a public health team at the district, municipality, at national level. The SA qualification prioritises selecting learners working in their chosen discipline. As a result, learners are encouraged to apply skills and knowledge in their workplaces. The weighting of credits clearly differs between the two institutions, with the Makerere MPH having 61 Credit Units as compared with the 240 credits at the University of the Witwatersrand. Yet the duration of the qualification suggests that there is similarity between the credits. The research component of the Makerere qualification is 9 CU out of 61, which suggests a weighting of 7% whereas the SA qualification is weighted 50% of the qualification. Country: Scotland Institution: University of Edinburgh (UoE) Qualification: Master's in Public Health Similarities: There are similarities in the courses offered, and their training covers a broad range of disciplines. The University of Edinburgh (UE) qualification has 180 credits compared with the 240 credits of the University of the. There is a fully online option at the University of Edinburgh as well as an in-person, on-campus option. Like the SA qualification, the UoE MPH aims to build leadership and communication skills needed to shape health outcomes and solve pressing public health challenges. There are 120 credits for coursework, which is the same as the SA qualification, with seven core courses (compared to the three at the SA qualification and learners select from 8 elective courses. The emphasis of the coursework is on research courses, with required epidemiology and biostatistics, as well as qualitative research methods and systematic reviews, making up core requirements. The SA qualification integrates some of these research components into our Health Measurement I and Research Report I. Differences: While UoE has some courses that cover the disciplines of public health, learners can't specialise to the extent they can at the SA qualification. For example, there is an introduction to health economics and resource allocation, but learners would not be able to develop in-depth skills in economic evaluation and health economics as they can at the SA qualification. The research dissertation at UoE is 60 credits (weighted 33% as compared to 50% at the SA qualification ). Projects that are typical at UoE include: a data analysis (quantitative) project, a qualitative project, or a systematic review. The SA qualification has similar projects, but it is common for learners to conduct fieldwork, and the scope of projects is larger than that of the UoE. The final dissertation at UoE is a maximum of 12,000 words, including bibliography, excluding appendices, which is shorter than a typical research report submitted at the SA qualification, which would range between 15,000 and 25,000 words. |
| ARTICULATION OPTIONS |
| This section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.
Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed. Entry to the qualification At entry level, an applicant holds a university qualification in one of the health sciences, social sciences or related fields at the minimum of the NQF Level 7 qualification or an equivalent recognised by the Senate. Articulation during the qualification On completion of the qualification |
| MODERATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: ¿ Master of Science in Medicine, NQF Level 9. ¿ Master of Health Sciences Education, NQF Level 9. ¿ Master of Science in Epidemiology, NQF Level 9. Vertical Articulation: ¿ Doctor of Philosophy, NQF Level 10. Diagonal Articulation There are no diagonal articulation options available on the OQSF on levels 8 and 9. |
| 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. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staffs of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider. |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 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. |