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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Environmental Health 
SAQA QUAL ID QUALIFICATION TITLE
97477  Bachelor of Environmental Health 
ORIGINATOR
University of Johannesburg 
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  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  501  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 produce skilled and well equipped registered professional EHPs who are able to contribute towards the improvement of the health in communities and the environment. Qualified learners will also be able to:
  • Apply the principles of ethics, relevant legislation and professional behaviour within the Environmental Health milieu.
  • 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).
  • Undertake Work Integrated Learning (WIL) practices in the institution and in the workplace [WIL practices includes theoretical (Work-directed theoretical learning (WDTL) and Problem-based learning (PBL) to more practical forms (Project-based learning (PjBL) and Workplace learning (WPL)].
  • Manage Environmental Health risks within natural, socio-economic, built and working environments within the scope of profession.
  • Manage Environmental Health programmes focussing on prevention [Range: manage refers to: design, develop, implement and evaluate].
  • Manage Environmental Health services [Range: Manage will involve financial, human, physical resources, as well as the planning, control and utilisation thereof].
  • Demonstrate project management skills within a project management life-cycle.
  • Conduct and participate in Environmental Health research.
  • Demonstrate interpersonal relations and professional behaviour in terms of the ethical code.

    Rationale:
    The Bachelor of Environmental Health qualification is designed to equip learners with the necessary knowledge and skills to deal with public health issues relating to the environment. These issues comprise of aspects of human health and the quality of life determined by physical, chemical, biological, social, socio-economic and psycho-social factors in the environment. It also refers to the theory and practice of ascertaining, correcting, controlling, minimising and preventing those factors in the environment that can potentially and adversely affect the health of the present and future generations. Environmental Health is a human right and is given significance by Section 24 and 27 of the Constitution of South Africa, 1996 (Act No. 108 of 1996). Successful learners will be able to serve as competent and professional Environmental Health Practitioners (EHPs) within government and private sector or as consultants. They will be able to register with the Health Professions Council of South Africa (HPCSA). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be achieved in part through the recognition of relevant prior learning and through prior experience as a practitioner in the field of Environmental Health. Providers are required to develop structured means for the assessment of individual learners against the Exit Level Outcomes of the qualification on a case-by-case basis. The necessary evidence as required by the exit level outcomes, and presented by the learner, should meet the following principles: currency of evidence, sufficiency of evidence, validity of evidence and authenticity of evidence. RPL must be in accordance with the policies and procedures of the individual providers and in agreement with procedures of the Statutory Health Council (HPCSA).

    Entry Requirements:
    The minimum requirement for this qualification is:
  • Senior Certificate (SC).
    Or
  • National Senior Certificate (NSC) passed with Bachelors' Degree admission. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Levels 5, 6, 7, and 8 totalling 501 Credits.

    NQF Level 5, 90 Credits:
  • Chemistry, 12 Credits.
  • Physics, 20 Credits.
  • Microbiology, 20 Credits.
  • Sociology, 12 Credits.
  • Sustainability Development and Ecology, 8 Credits.
  • Communication, 12 Credits.
  • Computer Literacy, 6 Credits.

    NQF Level 6, 102 Credits:
  • Biochemistry, 6 Credits.
  • Anatomy and Physiology, 20 Credits.
  • Introduction to Environmental Health, 6 Credits.
  • Planning for Built Environment, 12 Credits.
  • Food and Hygiene, 35 Credits.
  • Research methodology Module A, 8 Credits.
  • Community Development, 15 Credits.

    NQF Level 7, 180 Credits:
  • Infectious Disease Epidemiology, 15 Credits.
  • Environmental Pollution; Waste, Water and Air, 15 Credits.
  • Occupational Health and Safety, Physical Stress, 20 Credits.
  • Biostatistics Module B, 10 Credits.
  • Environmental Epidemiology, 20 Credits.
  • Environmental Health Management Administration, 20 Credits.
  • Food Processing and Safety, 20 Credits.
  • Water Quality and Waste Management, 20 Credits.
  • Occupational Health and Safety Chemical/Biological, 20 Credits.
  • Air Quality Management, 20 Credits.

    NQF Level 8, 129 Credits:
  • Disaster Management, 10 Credits.
  • Management Practice, 12 Credits.
  • Environmental Management (NEMA and EMI), 15 Credits.
  • Food Safety Management, 20 Credits.
  • Occupational Health and Safety Management Systems, 22 Credits.
  • Research Project, 30 Credits.
  • Waste Quality and Waste Management, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply the principles of ethics, relevant legislation and professional behaviour within the Environmental Health milieu.
    2. Integrate and apply knowledge and scientific principles to Environmental Health sciences.
    3. Undertake WIL practices in the institution and in the workplace [WIL practices includes theoretical (Work-directed theoretical learning (WDTL) and Problem-based learning (PBL) to more practical forms (Project-based learning (PjBL) and Workplace learning (WPL)].
    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 [Range: manage refers to: design, develop, implement and evaluate].
    6. Manage Environmental Health services [Range: Manage will involve financial, human, 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.
  • Interactions with community groups, Non-Governmental Organisations, clients and media are handled using tactful, objective, non-confrontational, and culturally acceptable and language sensitive communication skills.
  • The requirements for registration with the HPCSA and other professional bodies are fulfilled.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Physical, chemical, biochemical, anatomical, physiological, pathophysiological and mathematical principles and knowledge are integrated and applied in 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 outcomes are demonstrated according to the level of competence of the learner in collaboration with the relevant workplace mentors and supervisors.
  • Portfolios are completed in accordance with expected outcomes, required learning experience and in agreement with workplace mentors and supervisors.
  • The ability to initiate, plan, manage and monitor and evaluate community projects in accordance with the relevant policies and regulations of Higher Education institutions are demonstrated.

    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 regulation, 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: various strategies include: 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.
  • Administrative skills are applied in context by applying the relevant management norms and standards.
  • A skills development plan is drawn up.
  • Policies, legislation and guidelines are critically reviewed and developed.
  • Policies, legislation and guideline gaps are identified and analysed and recommendations are developed and applied.

    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 are 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.
  • Multi-disciplinary promotion programmes are participated in.
  • Participatory methodologies are used to promote Environmental Health amongst communities in the working, living and recreational environment.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Administrative skills are applied in context by applying the relevant management norms and standards.
  • A skills development plan is drawn up.
  • Policies, legislation and guidelines are critically reviewed and developed.
  • Policies, legislation and guideline gaps are identified and analysed and recommendations are developed and applied.
  • 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) and 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.
  • Accounts, budgets and financial procedures are controlled in accordance with applicable legislation.
  • Environmental Health information system is managed.
    > Range: manage include collection, collation, interpretation, analysing, application and recording.
  • Relevant electronic/software programmes for Environmental Health information system management are applied.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The project is planned, fully implemented, managed and assessed adhering to project management principles.
  • Time-management and financial management principles are applied within a project.
  • The project is monitored and evaluated adhering to project management principles.
  • 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 need/theme/problem is identified.
  • The research proposal reflects national and international accepted guidelines and ethical norms.
  • Research principles are applied in design and conduct of investigation.
  • Research data is managed in line with prescribed guidelines.
  • Intervention measures are developed to confirm research objectives.
  • Intervention measures are implemented and evaluated.
  • Results are communicated in appropriate format (verbal and in writing).
  • The report reflects interpretation, prioritisation and applicability of data completely and accurately.
  • The research report addresses the identified problem as stated in the proposal.
  • The report reflects intervention measures according to the findings of the research.
  • Feedback of research results and recommendations is given to all role players.
  • The presentation demonstrates the research capability according to institutional guidelines.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Communication strategies are develop and managed to improve Environmental Health services.
  • All forms of communication are handled promptly, politely, and professionally.
  • 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.
  • Resolution of conflicts is facilitated within the work environment.
  • Conflict resolution skills are demonstrated.
  • Communication and marketing strategies that are related to Environmental Health are managed.
  • Complicated issues and procedures are explained to the level of the target audience.
  • Opportunities for public speaking are sought to broaden the audience on Environmental Health issues.
  • Various public speaking skills are demonstrated by applying a variety of resources and methods.

    Integrated Assessment:
    Assessment takes place in accordance with the University's Assessment Policy and the Faculty specific assessment policy. The development and implementation of assessment methods is based on the institution and faculty's principles of assessment. Qualification specific assessment criteria, rules and regulations, will be communicated to learners in all learning guides:
  • Observation of real or simulated tasks, e.g. practical exercises/demonstrations, role-plays, presentations.
  • Evaluation of a product after a task has been completed, e.g., projects, assignments, case studies, portfolios, artefacts, log books, reflective journals, questions (oral or written), tests/examinations, including short or long questions, essays, multiple choice questions.

    Formative Assessment:
    Formative assessment refers to assessment that takes place during the process of learning and teaching. Each learner in each module through the year will have 5 assessments, i.e. 2 theory assessments weighted 20% each, 1-2 assignments weighted at 20% each and 1-2 practical assessments weighted 10% each (this spread being an average). Each module's assessments will, however, differ depending on the nature of the module and level at which it is offered.

    Summative Assessment:
    Summative assessments are conducted for the purpose of making a judgment about the level of competence of students in relation to the outcomes of a unit/module and/or programme. The results of such formal assessment (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark reflecting a pass or a fail. The minimum number of summative opportunities required, are contained in the Academic Regulations. 
    		•

    INTERNATIONAL COMPARABILITY 
    Moi University:
    The Moi University in Kenya offers a Bachelor of Science in Environmental Health. This qualification aims at providing learners with skills and knowledge capable of addressing environmental health issues from a global perspective and critically analyses environmentally related health problems with a view to propose, design and implement solutions. This qualification deems it necessary to train an Environmental Health Practitioner capable of integrating theory and practice in assessing, and managing environmental issues affecting the health of individuals and the community.

    Dublin Institute of Technology:
    The Dublin Institute of Technology in Ireland offers a four year qualification in Bachelor of Science: Environmental Health. This qualification provides learners with knowledge and skills to examine issues such as food safety, environmental pollution, occupational safety and health risk management through lectures, laboratories, studio work, field visits and professional work placement. Learners will be able to practice as Environmental Health practitioners who play an important role in private industry and in the State sector in ensuring that proper standards are achieved. They will do this through advice, education, monitoring and regulation.

    Conclusion:
    This qualification compares favourably with both qualifications offered by the Moi University and the Dublin Institute of Technology. All qualifications focus on training learners to deal with issues affecting environmental health. Through research learners are able to propose solutions. The skills gained intended to be implemented in the community. 

    ARTICULATION OPTIONS 
    This qualification allows for possibilities of both vertical and horizontal articulation.

    Horizontal Articulation:
    Bachelor of Health Sciences in Environmental Health at NQF Level 8.

    Vertical Articulation:
    Master of Technology in Environmental Health at NQF Level 9. 

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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 Johannesburg 


    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.