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: 

Bachelor of Science in Environmental Health 
SAQA QUAL ID QUALIFICATION TITLE
99016  Bachelor of Science in Environmental Health 
ORIGINATOR
Central University of Technology, Free State 
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  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

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 Bachelor of Science in Environmental Health is to prepare competent, ethical, scientifically grounded and professionally responsive Environmental Health practitioners who are able to promote, protect and support public health through the identification, assessment, monitoring and management of environmental factors that influence human health and well-being. The qualification equips learners with integrated theoretical, practical and applied knowledge in Environmental Health sciences, public health, environmental management, epidemiology, occupational health and safety, food hygiene, water quality management, environmental law, ethics, research, risk management and community-based health promotion within the South African context.

The qualification is intended for school leavers with an appropriate science background and individuals seeking a professional career in Environmental Health and related public health contexts. Learners will pursue this qualification to acquire scientific, professional and ethical competence required for responsible Environmental Health practice, lifelong learning and career progression in environmental and public health sectors. The qualification benefits learners by equipping them with the knowledge, applied competencies and professional judgement required to contribute to environmental sustainability, disease prevention, health promotion, risk reduction and the promotion of safe and healthy living and working environments.

This qualification follows an integrated academic, vocational and professional pathway that prepares learners for professional practice and further learning in Environmental Health and related fields and provides opportunities for horizontal, vertical and diagonal articulation into related qualifications. Upon successful completion, learners will demonstrate an integrated understanding of environmental determinants of health, scientific principles, environmental health systems, legislation, professional ethics, risk management and research-informed practice relevant to Environmental Health. Learners will be able to apply scientific reasoning, investigative approaches, research principles, communication skills and professional judgement to identify, assess, monitor and evaluate environmental health risks; contribute to the development, implementation and review of risk management and health promotion interventions; communicate Environmental Health information appropriately to communities and other role players; apply ethical and professional principles in practice; and interpret and apply legislation, regulations and policies relevant to Environmental Health practice in community, municipal, occupational and public health contexts.

A qualified learner will be able to:
  • Apply integrated scientific, environmental health and public health knowledge to identify, assess, monitor and evaluate environmental factors affecting human health and well-being.
  • Contribute to the development, implementation, monitoring and evaluation of risk management and health promotion interventions in accordance with accepted legislation, professional requirements and recognised Environmental Health practices.
  • Apply scientific reasoning, research principles and appropriate methods to investigate Environmental Health problems, manage and interpret data, and communicate findings in verbal and written formats.
  • Interpret and apply legislation, regulations, policies and ethical principles relevant to Environmental Health practice in accordance with professional and governance requirements.
  • Communicate Environmental Health information appropriately and professionally to communities, clients, colleagues and other role players using culturally and contextually responsive approaches.
  • Demonstrate professional responsibility, ethical conduct, critical thinking and problem-solving in responding to Environmental Health challenges within community, occupational and public health settings.

    Rationale:
    The qualification has been developed to address the need for an advanced qualification that responds to the increasing complexity and multidisciplinary nature of environmental health challenges. These include climate change, urbanisation, environmental pollution, food safety risks, water scarcity, and emerging diseases, which require practitioners with enhanced scientific, analytical, and decision-making competencies.

    The qualification sufficiently develops advanced competencies in research, critical analysis, and leadership required for evidence-based practice in complex environmental health systems. This qualification has therefore been developed to strengthen and extend the existing learning pathway by providing increased scientific depth and research capacity.

    The need for this qualification has been identified by stakeholders including the Health Professions Council of South Africa (HPCSA), the Department of Health, local government, and industry representatives. These stakeholders have indicated a requirement for qualifying learners with advanced competencies to support environmental health service delivery and compliance with national policies and legislation. The qualification addresses sectoral needs by developing capacity in environmental risk assessment, monitoring, regulatory compliance, and management of environmental determinants of health, including areas such as water quality, food safety, waste management, and occupational hygiene.

    Consultations were conducted with the HPCSA, Department of Health, South African Local Government Association (SALGA), municipal health services, and industry stakeholders to ensure alignment with professional and workplace requirements. The qualification will benefit society by strengthening environmental health services and improving public health outcomes. It will benefit the economy by contributing to a healthier workforce, enhancing regulatory compliance, and supporting sustainable environmental management and development.

    Typical learners include school leavers with appropriate subject backgrounds, holders of a Diploma in Environmental Health seeking progression, and individuals employed in environmental or public health sectors who wish to advance their competencies. Qualifying learners are likely to enter occupational roles such as Environmental Health Practitioners, Public Health Inspectors, Occupational Health and Safety Officers, Environmental Consultants, and specialists in environmental health-related fields within government, private sector, and non-governmental organisations. The qualification also supports further learning and career advancement within environmental health and related disciplines.

    The qualification was developed in consultation with relevant stakeholders to ensure alignment with professional and sectoral requirements. In accordance with Section 28 of the NQF Act, consultation with the Health Professions Council of South Africa (HPCSA) was undertaken to ensure that the qualification meets the requirements for professional registration as an Environmental Health Practitioner. These engagements ensured that the qualification integrates scientific knowledge, regulatory requirements, and applied competencies necessary for environmental health practice.

    The qualification is located within the Higher Education Qualifications Sub-Framework in the fields of Health Sciences and Environmental Sciences and forms part of the professional pathway for Environmental Health Practitioners. It provides an articulation route from a Diploma in Environmental Health and prepares qualifying learners for entry into the profession. Qualifying learners may progress to NQF Level 8 qualifications such as Honours or Postgraduate Diplomas, and further to Master's and Doctoral studies in Environmental Health, Public Health, or related fields. The qualification also offers opportunities for horizontal and diagonal articulation. The qualification supports career progression into specialist, managerial, and research roles and contributes to mobility within the environmental health profession. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution applies Recognition of Prior Learning (RPL) in accordance with its approved institutional RPL Policy, which is fully aligned to the National Policy for the Implementation of the Recognition of Prior Learning (RPL) as published by the South African Qualifications Authority (SAQA) (Government Gazette No. 40545 of 2016). The policy ensures that learning, knowledge, and skills acquired outside formal education - whether through work experience, informal study, or community involvement - are formally recognised for access, advanced standing, or credit towards the qualification.

    RPL provides alternative routes for learners to:
  • Gain entry to the qualification where they do not meet the formal entry requirements, but can demonstrate equivalent competencies through relevant work experience, professional practice, or non-formal learning.
  • Obtain credits or advanced standing for specific modules within the qualification based on verifiable prior learning outcomes.
  • Achieve the qualification in part or in full by demonstrating competence against the outcomes specified in the qualification, as approved by the institution's Senate and relevant Quality Council.

    RPL for access:
    Applicants who do not meet the formal entry requirements may apply for admission through RPL for access. Such candidates must demonstrate the ability to cope with the demands of the qualification through:
  • Submission of a portfolio of evidence (PoE) illustrating relevant knowledge, experience, and learning achievements.
  • Competency-based interviews, diagnostic assessments, or challenge examinations; and
  • Workplace or professional references validating applied experience in environmental health, public health, or related scientific fields.

    Admission via RPL does not guarantee automatic exemption from modules; further assessment may be required for credit recognition.

    RPL for advanced standing:
    An applicant who has already achieved some of the competencies expected for admission to, or progression within the qualification may be allowed admission despite lacking the conventional qualification pathway. In such an instance, the applicant's prior learning, knowledge, skills, and professional experience will be assessed to determine whether they are equivalent to the learning outcomes normally required for admission to this qualification. This learning may have been acquired through formal studies, workplace experience, professional development, community engagement, short courses, research, or other forms of non-formal and informal learning.

    RPL for module exemption:
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the Bachelor of Science in Environmental Health. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission into this qualification, as well as advancement within the qualification.

    RPL for credit:
    Recognition of Prior Learning (RPL) for credit purposes is applied in accordance with institutional policies and the requirements of the Higher Education Qualifications Sub-Framework (HEQSF). RPL enables learners to obtain credit towards the qualification where they can demonstrate, through assessed evidence, that they have achieved the required learning outcomes at the appropriate NQF level through formal, non-formal, or informal learning and/or relevant work experience. Evidence may include portfolios of evidence, workplace performance records, or challenge assessments, subject to institutional quality assurance processes. Credit accumulation and transfer (CAT) may also be applied for comparable modules completed within recognised and accredited qualifications, provided that equivalence in level, learning outcomes, and credit value is established. All RPL and credit transfer decisions are subject to academic approval to ensure the maintenance of the integrity, coherence, and standards of the qualification.

    Entry Requirements:
  • National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor's degree studies.
    Or
  • National Certificate (Vocational) (NCV) at NQF Level 4, with admission to Bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4, with endorsement granting access to Bachelor's degree studies.
    Or
  • Higher Certificate in Life and Environmental Sciences, NQF Level 5.
    Or
  • Diploma in Environmental Sciences, NQF Level 6.
    Or
  • Advanced Diploma in Environmental Management, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at National Qualifications Framework Level 5, 6, 7, and 8, totalling 480 Credits.

    Compulsory Modules, NQF Level 5, 120 Credits:
  • Anatomy and Physiology, 24 Credits.
  • Chemistry, 12 Credits.
  • Sustainable Development, 6 Credits.
  • Digital Literacy, 6 Credits.
  • Introduction to Environmental Health (Ethics and Professional Practice), 6 Credits.
  • Mathematics, 12 Credits.
  • Microbiology, 24 Credits.
  • Physics, 12 Credits.
  • Sociology and Anthropology, 6 Credits.
  • Academic Literacy and Communication Studies, 6 Credits.
  • Work-Integrated Learning I, 6 Credits.

    Compulsory Modules, NQF Level 6, 120 Credits:
  • Biostatistics and Introduction to Research, 6 Credits.
  • Community Development, 12 Credits.
  • Environmental Health Management and Administration II, 6 Credits.
  • Epidemiology II, 6 Credits.
  • Food and Meat Hygiene, 12 Credits.
  • Occupational Health and Safety (Physical Stressors), 18 Credits.
  • Planning for the Built Environment, 6 Credits.
  • Vector Control, 6 Credits.
  • Water Quality Management, 18 Credits.
  • Environmental Health Education and Promotion, 6 Credits.
  • Work-Integrated Learning II, 24 Credits.

    Compulsory Modules, NQF Level 7, 120 Credits:
  • Waste Management, 6 Credits.
  • Air Quality Management, 6 Credits.
  • Environmental and Legal Processes III, 12 Credits.
  • Environmental Health Management and Administration III, 12 Credits.
  • Environmental Noise Pollution, 6 Credits.
  • Epidemiology III (Disposal of the dead), 6 Credits.
  • Food and Meat Processing, 24 Credits.
  • Occupational Health and Safety (Chemical and Biological Stressors), 24 Credits.
  • Project Management, 6 Credits.
  • Research Methodology, 6 Credits.
  • Work-Integrated Learning III, 12 Credits.

    Compulsory Modules, NQF Level 8, 120 Credits:
  • Disaster Management, 6 Credits.
  • Environmental Health Information Management System, 6 Credits.
  • Environmental Health Management and Administration IV, 6 Credits.
  • Environmental Law and Legal Processes IV, 6 Credits.
  • Environmental Management, 6 Credits.
  • Environmental Toxicology, 6 Credits.
  • Ethics and Professional Practice, 6 Credits.
  • Food Hygiene Management System, 12 Credits.
  • Occupational Health and Safety (Management Systems), 24 Credits.
  • Research Project, 24 Credits.
  • Work-Integrated Learning IV, 18 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Evaluate the effectiveness and efficiency of control measures in order to make necessary improvements.
    2. Integrate and apply scientific principles and knowledge to Environmental Health sciences research.
    3. Apply the principles of ethics and professional behaviour within the Environmental Health milieu.
    4. Interpret and apply legislation, regulations and policies related to Environmental Health. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify current and potential health risks, and assess their impacts within the Environmental Health field, using applicable strategies.
  • Compile a comprehensive risk management plan in accordance with relevant legislation and best practice.
  • Evaluate all intervention measures for the identified Environmental Health risk to determine corrective actions.
  • Monitor and review the effectiveness of the comprehensive risk management plan.
  • Address current and potential risks by applying various strategies. [Range: various strategies include Environmental Impact Assessment, Social Impact Assessment, Strategic Environmental Assessment, and Health Impact Assessment].
  • Monitor and review the effectiveness of the comprehensive risk management plan.
  • Develop verification tools to measure and evaluate all elements of the Environmental Health risk management.
  • Conduct public participation at all stages of the development and implementation of the risk management plan. Furthermore, design, implement, monitor and evaluate sustainable health promotion programmes in compliance with accepted National policies and guidelines of health promotion.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify a research need/theme/problem.
  • Compile the research proposal reflecting national and international accepted guidelines and ethical norms.
  • Apply research principles in the design and conduct of investigation.
  • Manage research data in line with prescribed guidelines.
  • Develop intervention measures to confirm research objectives.
  • Communicate results in appropriate format (verbal and in writing).
  • Reflect the interpretation, prioritisation and applicability of data completely and accurately in the report.
  • Address the identified problem as stated in the proposal in the research report.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply ethical responsibilities pertaining to the profession during all interactions with clients, colleagues and/or the community.
  • Perform all activities in terms of ethical rules of the HPCSA, the scope of the profession, the Environmental Health services and the Batho Pele principles.
  • Achieve professional and personal growth through the assumption of various roles within the Environmental Health milieu or community setting, as evidenced during interactions between practitioners and communities/clients and/or practitioners and colleagues.
  • Handle interactions with community groups, Non-Governmental Organisations, clients and media using tactful, objective, non-confrontational, culturally acceptable and language-sensitive communication skills.
  • Develop and manage communication strategies to improve Environmental Health services.
  • Handle all forms of communication promptly, politely, and professionally.
  • Develop protocols for communicating Environmental Health issues to community members.
  • Develop and review systems for communicating strategies for the delivery of Environmental Health services and facilitate resolution of conflicts within the work environment.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify and analyse policies, legislation and guideline gaps, and develop and apply recommendations.
  • Review and apply labour relations policies and legislation in context.
  • Manage financial matters and physical resources of an Environmental Health service in adherence to relevant legislative requirements.
  • Control accounts, budgets and financial procedures in accordance with applicable legislation.
  • Recognise health risks in accordance with relevant legislation and best practice

    Integrated assessment
    Integrated assessment in this qualification is designed to evaluate a learner's ability to combine knowledge, skills, and values in real-world contexts rather than assessing them in isolation. This approach focuses on applied competence, which includes practical competence (the ability to perform tasks), foundational competence (understanding the underlying knowledge), and reflexive competence (the ability to reflect and adapt learning to new situations). Continuous assessment is central to achieving this, as it allows assessment to take place over a period of time rather than relying on a single, high-stakes evaluation.
  • Continuous assessment is carefully planned and aligned with the structure of the learning programme and within institutional policies and procedures. Semester-based modules include at least three assessments distributed across the duration of the modules. These tasks are integrated in nature, meaning each assessment, where possible, addresses multiple outcomes and combines theory with practice. This spread of assessments supports the principles of sufficiency and reliability, as it provides multiple sources of evidence over time.
  • In the year modules, the continuous assessments are more extensive, with a minimum of at least six assessments conducted throughout the academic year. These assessments are spaced appropriately to track learner progress and allow for developmental feedback. As with semester modules, the tasks should be varied and integrated, including assignments, tests, projects, presentations, or workplace-based assessments where applicable. This approach ensures that learners are assessed consistently and comprehensively, allowing for the accumulation of sufficient and current evidence of competence.
  • All continuous assessment activities are implemented using a four-tier system (assessor, moderator, quality assurance process and learners) as in the institution-approved assessor-moderators list

    Moderators are officially appointed by the Assessment and Graduation Unit for all modules. Exit level modules are externally moderated in accordance with institution policies and procedures. The. Quality Assurance of assessments are conducted on continuous assessment activities by the Faculty Assessment Review Committee in accordance with institution policies.

    The learners' applied competencies will be assessed using a formative continuous assessment model.

    The ratio of formative to summative assessment is 50:50.

    Formative assessment:
    Formative assessment methods include:
  • Written and online assessments, used to evaluate foundational theoretical knowledge and understanding.
  • Practical and skills-based assessments, including microbiology practical and/or chemistry practical.
  • Assignments and projects (individual and group-based), which develop research, problem-solving, and communication skills.
  • Workplace-based learning (WIL) feedback, where supervisors provide ongoing input on learners' professional behaviour, communication, teamwork, and adherence to ethical and legal standards.

    Assessment activities are aligned with clearly defined criteria, and feedback is provided regularly to support learner development. These assessments are diagnostic and developmental, ensuring that learners are adequately prepared for integrated and summative evaluation.

    Summative assessment:
    Summative assessment is conducted through an integrated, continuous assessment approach and is designed to evaluate the learner's overall competence in achieving the exit level outcomes of the qualification. These assessments require learners to demonstrate the ability to synthesise knowledge, perform practical skills, and exhibit appropriate professional behaviour in both simulated and real workplace contexts.

    The summative assessment strategy for the qualification is designed to evaluate the overall achievement of learning outcomes at the end of a learning cycle, as follows:

    Summative assessments will consist of integrated evaluations such as major tests, research projects, WIL report and practical assessments. Assessment papers, memorandum and answer booklets will undergo standard summative assessments and are structured to ensure that learners demonstrate competence in scientific reasoning, data interpretation, and professional reporting, thereby confirming that qualifying learners have attained the required knowledge, technical skills, and analytical abilities expected of an Environmental Health professional. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with similar qualifications from the United Kingdom and Botswana.

    Country: United Kingdom (UK)
    Institution name: Liverpool John Moores University (LJMU)
    Qualification title: Bachelor of Science (Honours) in Environmental Health
    Duration: Three years full-time.
    Credits: 360 UK credits.

    Entry requirements:
    Admission is based on meeting the university's undergraduate entry requirements.
    Applicants are generally required to have A-Level qualifications, including science subjects.
    International applicants must satisfy the institution's English language requirements.

    Purpose/Rationale:
    The Bachelor of Science (Honours) in Environmental Health is designed to equip learners with scientific knowledge and professional competencies required to identify, assess, manage and prevent environmental health hazards. The qualification prepares graduates for professional practice in environmental health, public health protection, environmental management and regulatory compliance.

    Qualification structure:
    Modules:
  • Environmental Science.
  • Food Safety and Food Control.
  • Environmental Law and Policy.
  • Public Health and Health Protection.
  • Sustainability and Environmental Management.
  • Risk Assessment.
  • Occupational Health and Safety.
  • Research Methods.
  • Professional Practice and Development.
  • Dissertation/Independent Research Project.

    Similarities:
  • Both the Liverpool John Moores University (LJMU) and South African (SA) qualifications are professionally orientated Environmental Health qualifications.
  • Both qualifications provide a strong scientific foundation in environmental and public health sciences.
  • Both qualifications include Environmental Health legislation, regulatory compliance and risk assessment.
  • Both qualifications incorporate research methods and a substantial research project/dissertation component.
  • Both qualifications prepare graduates for professional Environmental Health practice through the integration of theory and applied learning.
  • Both qualifications address food safety, occupational health, environmental protection and public health promotion.

    Differences:
  • The LJMU qualification is offered as a three-year Honours degree, whereas the SA qualification is structured as a four-year professional Bachelor's degree.
  • The LJMU qualification follows a UK credit system of 360 credits, while the SA qualification consists of 480 credits
  • Entry requirements for the LJMU qualification are based on A-Level qualifications and UCAS requirements, whereas admission to the SA qualification is based on National Senior Certificate requirements.
  • Professional registration and accreditation pathways differ between the United Kingdom and South Africa.

    Country: Botswana
    Institution name: University of Botswana
    Qualification title: Bachelor of Science (Honours) in Environmental Health
    Duration: Four years full-time.
    Credits: Not specified

    Entry requirements:
  • Admission is based on secondary school qualifications with appropriate science subjects.
  • Articulation from relevant diploma qualifications may be considered.
  • Credit transfer arrangements may apply in accordance with institutional policies.

    Purpose/Rationale:
    The qualification prepares graduates to identify, assess, monitor and control environmental health hazards and risks. It develops competencies in environmental protection, occupational health, public health, environmental management and regulatory compliance.

    Qualification structure:
    Modules:
  • Environmental Hazards and Risk Assessment.
  • Water Resources and Water Quality Management.
  • Environmental Health Practice.
  • Food Hygiene and Food Safety.
  • Occupational Health.
  • Waste Management.
  • Public Health and Disease Prevention.
  • Environmental Compliance and Inspection Practice.
  • Research Methodology.
  • Research Project.

    Similarities:
  • Both the University of Botswana and South African qualifications are Environmental Health qualifications designed to prepare graduates for professional practice.
  • Both qualifications include scientific, environmental and public health content.
  • Both qualifications include environmental health inspections, compliance monitoring and regulatory functions.
  • Both qualifications contain research methodology and research project components.
  • Both qualifications address water quality, sanitation, occupational health and environmental management.
  • Both qualifications focus on the protection and promotion of public health through environmental interventions.

    Differences:
  • The two qualifications are aligned to different national qualifications frameworks and credit systems.
  • Admission and articulation pathways differ according to institutional and national requirements.
  • Professional registration and licensing requirements are governed by different regulatory bodies.
  • Module names and curriculum structures vary, although the core Environmental Health competencies remain comparable.

    Conclusion:
    Although there are differences in qualification duration, credit systems, entry requirements and professional registration pathways, the Liverpool John Moores University, University of Botswana and South African qualifications share a common focus on the development of Environmental Health knowledge, professional competence, regulatory compliance, environmental management and public health protection.

    The qualifications demonstrate substantial comparability in terms of scientific content, professional orientation, practical application and research development. All three qualifications integrate environmental health sciences, risk assessment, environmental legislation, occupational health, food safety, water quality management and research, thereby preparing graduates for professional Environmental Health practice and further academic progression.

    The South African Bachelor of Science in Environmental Health is therefore comparable with recognised international Environmental Health qualifications and aligns with international expectations relating to environmental health education, professional competence and graduate employability. 
    		•

    ARTICULATION OPTIONS 
    The qualification provides the following articulation options:
    Horizontal articulation:
  • Postgraduate Diploma in Health Management, NQF Level 8.
  • Postgraduate Diploma in Public Health, NQF Level 8.
  • There are currently no registered horizontal articulation possibilities between Sub-Frameworks for this qualification.

    Vertical articulation:
  • Master of Public Health, NQF Level 9.
  • Master of Science in Environmental Health, NQF Level 9.

    Diagonal articulation:
  • Higher Occupational Certificate: Environmental Practitioner, NQF Level 5. 
    		•

    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. Central University of Technology, Free State 


    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.