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: 

Postgraduate Diploma in Transdisciplinary Health and Development Studies 
SAQA QUAL ID QUALIFICATION TITLE
98843  Postgraduate Diploma in Transdisciplinary Health and Development Studies 
ORIGINATOR
Stellenbosch 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
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  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   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:
The purpose of the qualification is to provide learners with critical and analytical skills and knowledge in order to deal with challenges facing health care and development. This qualification suggests that there are various ways in which health and welfare are understood, shaped and experienced which require an analytical scope that takes in a range of structural, interpersonal, and subjective modalities. Learners will be trained to critically analyse the effects on the South African communities where they are implemented of the state and non-state development and health interventions. The learner is required to complete a research project as part of studies on community experiences in clinics and hospitals, in order to develop an understanding of what strategic interventions have been initiated and their successes and failures. A qualified learner will be able to:
  • Complete all the required readings, write and post weekly responses, and to participate actively in discussions.
  • Prepare for interviews and discussions on health and development matters.
  • Apply quantitative techniques, including the interpretation of the ensuing results based on a socio-economic dataset.
  • Design a comprehensive research assignment and a survey based on a literature study and complete a research essay based on literature study and field work.

    Rationale:
    The Postgraduate Diploma in Transdisciplinary Health and Development Studies is designed to provide learners with professional knowledge and skills to deal with challenges facing health care and development in the county.

    The central concerns of the South African National Development Plan (NDP) such as work, education, health and rural development, are issues that are profoundly shaped by social, political and economic processes. For example, the NDP's ambition to broaden access to Antiretroviral Therapy (ART) for HIV, train community specialists and health workers, implement national health insurance, and promote "active lifestyles and balanced diets" is premised on particular ideas of how the state should operate in relation to its citizens, and entails a profound reorganisation of social life. Similarly, rural development and land reform are profoundly social and political concerns that seek to stabilise a range of relationships and processes in the pursuit of social justice. The ways in which health and development are tightly bound together in the South African context requires a set of critical tools for thinking through their mutual imbrications.

    This qualification is developed in partnership with a variety of research institutes and implementing organisations in the Western Cape and beyond and will provide unique opportunities for learners to be exposed to the practical realities of delivering services in a variety of settings and communities. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL applications will also be assessed based on University's policy framework for the Assessment and Recognition of Prior Learning, including:
  • Work experience: Placement in a public sector or private sector, non-governmental organisation (NGO) work environment.
  • Curriculum Vitae (CV): An extensive CV that includes which growth and learning over time is shown in the responsibilities associated with successive practical experiences.
  • At least two references: Confidential reports from two referees are required on the applicant's work and experience.
  • Written assessment of prior learning: A written open book test in which the basic underlying skills are tested.

    RPL can be used to grant access to the qualification, to award advanced standing to a student and to award credits towards modules in the qualification based on relevant prior formal and non-formal learning.

    Entry Requirements:
    The minimum entry requirement for access to the qualification:
  • A Bachelors' Degree, at NQF Level 7.
    Or
  • Comparable qualification at NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at NQF Level 8, totalling 120 Credits.

    Compulsory Modules, 60 Credits:
  • Critical social theory for transdisciplinary research in health and development, 30 Credits.
  • History, politics and ethics of health and development in Africa, 30 Credits.

    Elective Modules, 60 Credits (choose four):
  • Survey methodology, 15 Credits.
  • Quantitative data analysis with SPSS, 15 Credits.
  • Ethnographic research methods, 15 Credits.
  • Qualitative interviewing methods and analysis, 15 Credits.
  • Capita selecta (methods), 15 Credits.
  • Gender, youth and childhood, 15 Credits.
  • Gender, race and health in modern African history, 15 Credits.
  • Community development, 15 Credits.
  • Governance and citizenship, 15 Credits.
  • Capita selecta (topics), 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Complete all required readings, write and post weekly responses and participate actively in discussions.
    2. Prepare for interviews and discussions on health and development matters.
    3. Apply quantitative techniques, including the interpretation of the ensuing results based on a socio-economic dataset.
    4. Design a comprehensive research assignment and a survey based on a literature study and complete a research essay based on literature study and field work. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit level outcome 1:
  • A broad range of social theory concerned with health and development is read and understood.
  • Intersections of health and development, and the challenge of bringing together applied engagements with political, ethical and critical perspectives are critically analysed.
  • Theoretical frameworks on research interests are applied.

    Associated Assessment Criteria for Exit level outcome 2:
  • General interview strategies are understood and applied.
  • Inhibitors and facilitators of communication in interview situations are understood and identified.
  • Different techniques of interviewing, including structured interviewing, semi-structured interviewing, focus groups and unstructured interviewing are applied in time.
  • Interview ethics are identified, understood and applied.

    Associated Assessment Criteria for Exit level outcome 3:
  • Principles of basic quantitative data analysis are applied.
  • A quantitative database is created and managed.
  • Basic quantitative data analysis is done.
  • Statistical procedures suitable for the purpose are determined.
  • Appropriate tables and graphs to visually present data are created.
  • Quantitative results are interpreted and presented in a form appropriate for research reports.

    Associated Assessment Criteria for Exit level outcome 4:
  • The logic and process of conducting surveys is explained and basic survey is undertaken.
  • Basic questionnaires and various types of probability samples are designed and evaluated.
  • Implications of questionnaire design for analysis are understood.
  • Critical surveys undertaken by others are evaluated.
  • The nature of ethnographic research as a set of approaches to the qualitative study of people, their interactions, social structures and systems of meaning is understood.
  • A variety of qualitative research methods and techniques are identified and used.
  • Current debates concerning some of the core concepts fundamental to the understanding of ethnographic research are followed.
  • Ethnographic research project is started.
  • Ethnographic texts are analysed in terms of methodology and its linkages to theory and analysis.
  • Appropriate research methods in specific research settings are decided upon and aligned with a research problem.

    Integrated Assessment:
    More than one assessment is required per module. Assessments will include class tests, short assignments during tutorials, class participation, longer written assignments based on case studies prior to or after the contact week of a particular module. Learners will be required to read assigned texts before each class session. The assessment activities during the contact week are structured to inform the development of the larger assignment. Assessment also includes practical research projects, especially in the longer assignments (depends on the aims and nature of a particular module). For some modules activities will be completed.

    Assessment of experiential learning (within the Service Learning component of the optional elective - Community Development) is integrated with the overall module assessments, and is linked to a brief research assignment. The service-learning component is in line with institutional practice and policy.

    Consistent with the University's policy, the qualification coordinator will ensure that the outcomes of the qualification are achieved; that appropriate assessment criteria and methods are used; that integrated assessment takes place; and that learner feedback on modules and the qualification as a whole is followed up. The Department will ensure that assessment standards are upheld and that lecturers have sufficient and appropriate training and/or experience. 
    		•

    INTERNATIONAL COMPARABILITY 
    United Kingdom: The Postgraduate Diploma in Public Health offered by the London School of Hygiene and Tropical Medicine:

    This course aims to develop:
  • The knowledge and skills to contribute to the health of populations, communities and disadvantaged groups.
  • The ability to apply the core disciplines of public health (Statistics, Epidemiology, Health Economics and Social Research) to real world health problems.
  • A deeper understanding of public health issues.

    The course has 4 compulsory modules:
  • Basic Epidemiology.
  • Basic Statistics for Public Health and Policy.
  • Introduction to Health Economics.
  • Principles of Social Research.

    Plus two additional modules, selected from the following list:
    Issues in Public Health, Environment, Health and Sustainable Development, Health Promotion Theory, Health Services, Health Policy, and, Process and Power.

    And four elective modules taken from the following list:
    Analytical Models for Decision Making, Communicable Disease Control, Economic Analysis for Management and Policy, Economic Evaluation, Environmental Epidemiology, Environmental Health Policy, Health Care Evaluation, Financial Management, Globalisation and Health, Managing Health Services, Medical Anthropology in Public Health, Organisational Management, Principles and Practice of Health Promotion, Conflict and Health, History and Health, and Sexual Health.

    A Postgraduate Diploma in Primary Health Care is also offered at the University of Otago in New Zealand: This qualification is designed for those engaged in the delivery of primary and integrated health care. The qualification is also designed to provide a deeper understanding of the structure, process and context of primary health care in New Zealand. It appreciates cultural safety and the importance of interdisciplinary teamwork and collaboration. This qualification enables learners to plan for, and evaluate future changes to the delivery of community-based primary health care and gain skills which can be oriented towards clinical practice, health delivery management, basic primary health care research or a combination of these. It contains a research project which allows learners to enrol for a Masters' Degree.

    Conclusion:
    This qualification compares favourably with the international qualifications cited above. All qualifications provide learners with skills to deal with health related matters. The studies make learners aware of the challenges the health system faces in a developing and advanced society. The qualifications allow learners to critically analyse the health care policies of the government in their country Research forms the integral part of the qualifications. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for articulation possibilities with other qualifications offered by the University of Stellenbosch. They are:

    Horizontal Articulation:
  • Postgraduate Diploma in Health Care Management, at NQF Level 8.
  • Postgraduate Diploma in Health Research Ethics, at NQF Level 8.

    Vertical Articulation:
  • Master of Philosophy in Health Systems and Services Research, at NQF Level 9.
  • Master of Philosophy in HIV/AIDS Management, at NQF Level 9.

    The qualification offers systemic horizontal and vertical articulation with qualifications offered by other institutions provided the minimum admission requirements are met. They are:

    Horizontal Articulation:
  • Postgraduate Diploma in Primary Health Care and District Health Management, at NQF Level 8.
  • Postgraduate Diploma in Health Management, at NQF Level 8.

    Vertical Articulation:
  • Master of Public Health, at NQF Level 9.
  • Master of Community and Development Studies: Childhood and Youth Development.
  • Master of Environmental Health.
  • Master of Health Sciences in Environmental Health.
  • Master of Public Administration in Public Health Care Management. 
    		•

    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. Stellenbosch 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.