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 THAT HAS PASSED THE END DATE:

Diploma: Public Health

SAQA QUAL ID	QUALIFICATION TITLE
9579	Diploma: 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
Postgraduate Diploma	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	120	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 0695/12	2012-07-01	2014-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2015-12-31		2018-12-31

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
96518	Postgraduate Diploma in Public Health	Not Applicable	NQF Level 08	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the qualification is to develop specialised skills and knowledge and to prepare learners for positions as public health practitioners, researchers, health educators or service co-ordinators, so contributing to the need in our country for practitioners in the field of public health.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A learner must have previously gained a knowledge and understanding of both the structure and content of the discipline and of related concepts and knowledge systems underlying the discipline. The learner should have had opportunities to use his/her knowledge to solve problems independently while considering the implications. This may have been achieved either by formally accredited learning or in part by experiential or work-based learning.

FORMALLY ACCREDITED LEARNING
The typical applicant has a university degree, or other University-approved qualification - consult the application information for the year of study for which application is being made.

RECOGNITION OF PRIOR LEARNING
Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

EXIT LEVEL OUTCOMES

1) Problem-Solving Ability

The qualifying learner is competent to perform high order problem solving techniques (collecting, researching, analysing, organising and critically evaluating information) and to apply these techniques in the field of public health.

2) Knowledge of Public Health Practice and the Application Thereof

The qualifying learner is competent to apply knowledge gained in the practice of public health.

3) Attitudes and Values

The qualifying learner shows ethical, compassionate and skilled ability to conduct all aspects public health practice.

4) Self Development

The qualifying learner will have acquired and will demonstrate self direction and independence in his or her learning in order to become a lifelong learner, and will recognise personal education needs, utilise appropriate learning situations and evaluate her or his own progress.

5) Working with others as members of a team, group, organisation, community

The qualifying learner will be competent to work with others as a member of a team, group, organisation and community.

6) Professional and General Communication

The qualifying learner will be competent to communicate and teach effectively both orally and in writing with peers, colleagues, patients and their families, members of the health care team and the public.

CRITICAL CROSS-FIELD OUTCOMES
a) "identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made." See exit level outcomes 1, 2 and 4.
b) "working with others as a member of a team, group, organisation, community." See exit level outcomes 3 and 5.
c) "organising and managing oneself and one`s activities responsibly and effectively." See exit level outcomes 1, 3, 4 and 5.
d) "collecting, analysing, organising and critically evaluating information." See exit level outcomes 1, 2 and 3.
e) "communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion." See exit level outcomes 5 and 6.
f) "using science and technology effectively and critically, showing responsibility towards the environment and health of others." See exit level outcomes 1, 2 and 4.
g) "demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation." See exit level outcomes 2.
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:
i. "reflecting on and exploring a variety of strategies to learn more effectively;" see exit level outcomes 4.
ii. "participating as responsible citizens in the life of local, national and global communities;" see exit level outcomes 3 and 5; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.
iii. "being culturally and aesthetically sensitive across a range of social contexts;" see exit level outcomes 3 and 5.
iv. "exploring education and career opportunities." See exit level outcome 4.
v. Developing entrepreneurial opportunities." See exit level outcomes 4.

ASSOCIATED ASSESSMENT CRITERIA

1. The qualifying learner demonstrates:

the ability to select, apply, evaluate and/or develop the most appropriate approach to the solution of problems.

the ability to identify key principles in the practice of public health.

the application of principles of epidemiology and biostatistics to public health practice, district health management, and management of primary health care programmes.

essential skills required for planning and undertaking their own research, as well as research in various health settings.

appropriate decision making in his or her scope of practice based on current evidence.

the ability to identify, diagnose, investigate and manage important public health priorities in Southern Africa.

The application of diverse knowledge to development of appropriate solutions of problems, recognising wide-ranging factors including financial, environmental, health and technological aspects.

leadership in advanced problem-solving.

2. The qualifying learner demonstrates an understanding of:

key issues in public health as well as the structure, organisation and management of health services in Southern Africa.

the chief determinants of health and well-being in all age groups society.

the organisation of health services and their support systems.

the application of management theory to the delivery public health.

knowledge, attitudes and skills which will allow for the development of public health programmes.

the need to work with others in a team.

the essential role of effective communication in any appropriate medium.

3. The qualifying learner:

shows respect for patients and colleagues without prejudice, with an understanding and appreciation of their diversities of background and opportunity, language and culture.

where applicable, consults those more appropriately qualified than he or.

demonstrates an awareness, through actions or in writing, of the moral, legal and ethical responsibilities involved in individual patient care and the provision of care to populations.

considers both the impact of health care on the environment as well as the impact of the environment on health.

strives to improve patient care, to reduce inequalities in health care delivery, to optimise the use of health care resources in our society and uses his or her professional capabilities to contribute to the community as well as to individual patient welfare.

4. The qualifying learner:

uses appropriate strategies for learning that will prepare him or her for continued professional development throughout life, both in the discipline and as a responsible citizen.

demonstrates skills in essential writing, critical reading, computing and public speaking which are required to successfully complete the course, as well as for their roles as managers.

acknowledges responsibility for continuing professional development in order to keep up to date with new developments, and to maintain accreditation and meet statutory CPD requirements if applicable.

identifies personal limitations and develops the capacity of self audit and participates in the peer review process, showing a willingness to seek help when necessary.

5. The qualifying learner will:

recognise the nature and scope of the various professional health disciplines.

work effectively with others in the health-care team, understanding the need to have managerial, communicative, research and educational skills for this purpose

demonstrate respect for the essential roles which other health workers play in health care and show a willingness to work effectively within a team.

6. The qualifying learner will demonstrate the ability to communicate effectively both orally and in writing with the patient, the family, the health-care team and the community at large using appropriate structure and style.

INTEGRATED ASSESSMENT
Formative assessment is undertaken on a continuous basis, incorporating seminar presentations and papers, coursework assignments and tasks. Such methods assess students` progress towards the professional and academic competencies set out in the exit level outcomes listed above. The assessment instruments are designed to integrate practical, theoretical and reflective competence.

Furthermore in order to pass a course, and, finally, in order to qualify, the learners must demonstrate the specialised knowledge acquired. Formative assessment uses the modes of self-assessment, peer assessment and internal assessment by members of the academic staff of the Faculty. Summative assessment may be conducted by means of oral and written examinations, and examination equivalent assignments. These assessment instruments are designed to integrate practical, theoretical and reflexive competence.

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
The typical applicant has an undergraduate university degree, or other University-approved qualification in a health-related field - consult the application information for the year of study for which application is being made.

ARTICULATION DURING THE QUALIFICATION
No formal articulation.

ON COMPLETION OF THE QUALIFICATION
At exit level, the qualification DPH articulates with the Master of Public Health (MPH) in that a conversion of a DPH to a MPH is possible.

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 moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee.

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 staff 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.

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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