Master of Chemicals Risk Management

Purpose

The primary purpose of the Master of Chemicals Risk Management is to advance knowledge, critical thinking and the application of cutting-edge approaches to the multi-stranded complexity of managing chemical risks in a sound and sustainable approach in difficult contexts and with competing vested interests, to protect the health of vulnerable and all populations.

This qualification aims to equip learners with the ability to solve complex problems, build capacity in the work environment, and be able to contribute to national, regional and international policy debates and development. The qualification will provide learners with a broad range of skills and practical applicability through a situational analysis research task and a research project that addresses various complexities through analysis applied research and problem-solving.

Rationale

According to the United Nations Global Chemical Outlook II "between 2000 and 2017, the global chemical industry's production capacity almost doubled from about 1.2 to 2.3 billion tonnes". The report further highlights that chemical production continues to increase and that when ranking global industries, the chemical industry is the second largest. South Africa, particularly through the government's Operation Phakisa initiative, is looking to expand chemical production nationally for economic opportunities with little planning and consideration of the health and environmental impact, particularly for workers, women and children.

South Africa has no dedicated chemical legislation, which is the case in many low-and middle-income countries (LMIC). Although South Africa is a signatory to several relevant chemicals conventions - Rotterdam, Basel, Stockholm - it cannot monitor and control chemicals that traverse several sectors (e.g., health, environment, agriculture, water, labour) and impact the lives of all South Africans. Some examples of chemical production and uses causing exposure risks to include industrial chemicals, pesticides, household chemicals (e.g., cleaning products), and cosmetics.

Environmental health is an underrepresented and developing academic field of public health in South Africa and many LMIC. This is despite environmental factors being linked to a quarter of the global disease burden and particularly to contributing to the current epidemiologic transition where the focus of disease burden is shifting from infectious diseases to non-communicable diseases (NCDs).

Although there are Master qualifications in public health focusing on environmental and occupational health in South Africa, there is no dedicated Master's qualification on Chemicals Management neither in South Africa nor globally.

Chemical exposures are extensive in South Africa and globally and linked to many diseases as well as the global increase of NCDs (e.g., respiratory diseases, cancers, type 2 diabetes, obesity, neurodevelopmental diseases, autoimmune diseases). For example, in 2018 the World Health Organization (WHO) estimated that globally there are approximately 7 million deaths annually linked to pollution from diseases such as stroke, heart disease, lung cancer, chronic obstructive pulmonary diseases and respiratory infections. The chemical industry contributes extensively to air, water and soil pollution, as well as chemical pollution linked to exposures. The complexity of these health risks is linked to social, political, economic issues and impacts on health, as well as human rights violations and environmental injustices. Furthermore, chemical pollution is contributing to the negative impact of climate change on health and particularly climate-sensitive NCDS; as well as climate change has an impact on intensifying the health and environmental impacts of chemical hazards and risks.

At the policy level initiatives are addressing the health and environmental impacts of chemicals and they highlight the need for capacity building for national implementation of sustainable initiatives. The Libreville Declaration on Health and Environment in Africa, adopted in 2008, recognising the extensive impact of the environment on the health of Africans highlighted the need for an integrated approach to policymaking to address the complex hazards and risks. Yet countries cannot still implement this declaration. The same can be said of the Strategic Approach to International Chemicals Management (SAICM) and the Sustainable Development Goals, particularly goal 12 on enabling sustainable consumption and production.

The target learner for this qualification is the health professionals, chemists, biologists, sociologists, anthropologists, ecologists, agronomists, toxicologist and other professionals working full time in chemicals management. In South Africa, most of these professionals are in Gauteng working in government positions or municipalities through the other eight provinces. There has been a growing interest in wanting to apply for a Master's but most of this target group are unable to take time off work to participate in a part or full-time contact masters.

Furthermore, in line with institutions' mission, the intention is that the qualification will attract the same target audience working throughout Africa, other LMIC and also who work for the United Nations. Therefore, the blended learning delivery means that we will be providing academic capacity building to the key role players in chemicals risk management in an inclusive manner. The distance learning mode also provides for addressing scarce skills to professionals throughout South Africa, Africa and the Global South.

Recognition of Prior Learning (RPL)

The qualification assumes that the admitted learner has an NQF 8 knowledge in Agriculture, Health, Toxicology, Chemistry, Social Science or another relevant field. Should a learner not have the above, they may apply based on RPL for evaluation for admission.

The University's RPL Policy is followed. The minimum requirements for such an application are

• The learner must have at least an NQF 7 qualification.
• The learner must have five years of relevant work experience in the field of environmental health.

The learner will apply via RPL and submit a portfolio of evidence including any short courses in environmental health, all of which is evaluated. The evaluation of prior learning is an academic task and, like other forms of assessment, is done by academic experts in Environmental Health drawing on Adult Education experts as needed. The process can include an assessment and interview.

Only learners who may have completed modules from the Postgraduate Diploma in Pesticide Risk Management may be exempted from credits of the corresponding modules in the Master of Chemicals Risk Management.

The outcome of the RPL process, including a written report by the Committee detailing the basis on which the recommendation is made, will be forwarded Dean of the faculty, who will finalise the decision.

Entry Requirements

The minimum entry requirement for this qualification is

• Postgraduate Diploma in Pesticide Risk Management, NQF Level 8.

Or

• An appropriate Bachelor Honours in Agriculture/Health/Toxicology/Chemistry/Social Science, NQF Level 8.

This qualification consists of the following compulsory module at National Qualifications Framework Level 9 totalling 180 Credits.

Compulsory Modules, Level 9, 180 Credits

• Pesticide Risk Management, 20 Credits.
• Health and Safety Management, 20 Credits.
• Chemical Conventions and International Governance, 20 Credits.
• Research Literacies, 12 Credits.
• Risk Communication and Policy Brief Development, 12 Credits.
• Situational Analysis Research Task, 30 Credits.
• Chemicals Risk Management, 12 Credits.
• Chemical Risk Assessment for Managers, 12 Credits.
• Professional Master's in Chemical Risk Management Project, 42 Credits.

1. Describe the environmental health determinants linked to chemical exposures, particularly for vulnerable populations and in a context of climate change.
2. Recognise the health and environmental impacts and risks linked to chemical use and exposures.

Identify and appraise national, regional and international policies and governance strategies, as well as the gaps and opportunities.

1. Describe the life-cycle approach to managing chemicals, as well as appraise the challenges and opportunities at the various stages relevant for application in low and middle-income countries, particularly in Africa.
2. Identify and design strategies for addressing complex environmental health issues concerning chemicals use and management.
3. Apply and facilitate the learning of others through innovative technology.
4. Demonstrate research translation for policy-making and low-literate communities.
5. Rigorously critique and evaluate current research to participate in scholarly and international policy debates on sound chemicals management.
6. Demonstrate critical self-reflection to develop as an academic and to continue to learn independently for scholarly and leadership advancement.
7. Critical analysis and problem solve through the application of a situation analysis, gap analysis, needs assessment or health impact assessment.
8. Identify the broad range of stakeholders and demonstrate the ability to engage with these.
9. Demonstrate the application of human rights, environmental just principles and ethics to chemical relevant policies and intervention strategies.

The following Associated Assessment Criteria will be applied in an integrated manner across the Exit Level Outcomes

• Demonstrate advanced knowledge in the concepts and principles for managing pesticide risks along the life cycle.
• Display knowledge of the key components of the International Code of Conduct on Pesticide Management and applying these in LMIC regulatory contexts.
• Assess and identify critical areas for regulating specifically to reduce health risks for vulnerable populations in varied socio-economic contexts.
• Demonstrate knowledge of human rights and ethical pesticide management.
• Use epidemiology and biostatistics to critically evaluate the quality of pesticide research for regulation.
• Show an understanding of the principles of pesticide risk assessment and risk management.
• Discuss the principles for developing and critiquing pesticide risk communication mechanisms for various target populations.
• Discuss key concepts for pesticide toxicology and risk assessment and how to apply these in an LMIC context.
• Apply and evaluate human risk assessment and management principles.
• Describe all the relevant national, regional and international policies and instruments relevant for the sound management of chemicals, particularly for LMIC.
• Appraise legally binding and non-legally binding instruments, identify gaps, strengths and weaknesses.
• Evaluate national legislation about international instruments and identify gaps, strengths and weaknesses for protecting human health and the environment.
• Evaluate and identify the capacity, education and governance gaps and needs for implementing international agreements.
• Show advanced skills in academic writing for different audiences and publications.
• Evaluate and synthesis of evidence from varying sources.
• Conduct a review of the literature and relevant databases.
• Conduct a scoping review of peer-reviewed and grey literature.
• Evaluate and critique scientific literature, particularly for regulatory decision making in LMIC and for vulnerable populations.
• Demonstrate advanced skills in designing and writing a project proposal.
• Demonstrate advanced skills in writing scientific findings and policy-relevant information for different audiences and with varying literacy levels.
• Apply human rights, ethics, and environmental principles to managing health risks.
• Describe governance and policy analysis theories as applied to chemical risk management.
• Identify the key stakeholders and roles each play in the life cycle management of chemical risks.
• Display knowledge of ethical risk assessment that incorporates human rights into chemicals risk management.
• Critique and design chemical risk communication strategies.

Integrated Assessment

In alignment with the learning outcomes for this qualification, learners will be formatively and summatively assessed.

Online assessments are conducted for the qualification. Each assignment and exercise has a deadline and submission date and time. Learners will be penalised for late submission unless a prior arrangement has been made with the lecturer or convener. Learners will be provided with a timetable at the beginning of the programme that details all submission dates.

Online quizzes are timed once opened and learners are given a week to open the quiz to fit into the work schedule and time zone.

The situational analysis task and projects will have one final mark. A milestone rubric will be provided to learners which will consist of marks for completed milestones that will form the final mark. To pass, learners must obtain 50% for each course (most courses have a 45% sub minimal in place for coursework and final assignment).