Postgraduate Diploma in Public Health

Purpose

The principal aim of the Postgraduate Diploma in Public Health is to provide a platform to mainly working professionals for acquiring, strengthening and deepening knowledge to effectively contribute to strengthening public health service delivery systems. The qualification would guide students with a systematic survey of current thinking, practice and research methods in the area of public health, providing an opportunity for advanced reflection and development.

On completion of this qualification, learners will have gained the skills, knowledge and insights necessary to manage health systems and to control diseases in the population, thereby improving the health and well-being of people in communities. They will have an in depth understanding of current perspectives in the public health domain and be skilled in public health programme planning, execution and monitoring. They would also be able to evaluate the potential impact of public health interventions.

The qualification is aimed at providing graduates with integrative, holistic understanding of public health in Southern Africa and beyond.

Rationale

The Postgraduate Diploma in Public Health has been developed to provide learners with integrative, holistic understanding of public health in Southern Africa and beyond. Sufficient human resources for public health, in terms of not only coverage and retention, but also adequate education, are critical to all health programmes. In Sub Saharan Africa, which bears the largest burden of disease due to weak health systems, many professionals lack the necessary skills to manage and/or supervise complex public health programmes on national or local levels. Postgraduate education is essential to improve the level of service provision.

The provision of sufficient health services is fundamental to all the Sustainable Development Goals (SDGs) set by the United Nations to be achieved by the year 2030. SDG 3 pertains to ensuring healthy lives and promoting well-being for all at all ages. Furthermore, the HIV epidemic which has affected Sub-Saharan Africa more than any other region has continued to drain human and institutional capacities that fuel sustainable development. Curbing the spread of HIV infection and reducing its impact on human development remains a priority for Sub Saharan Africa and South Africa in particular.

The typical learners in this qualification will be able to demonstrate intellectual vitality, demonstrate leadership potential, and personal qualities and contributions. Qualified learners may take jobs with national and international organisations or government that work towards strengthening the overall health and wellbeing of the population. These include the Departments of Health in various countries, the United Nations, local and international non-governmental organisations, bi-and multilateral donors and foundations, etc.

Recognition of Prior Learning (RPL)

The Institution adheres to national requirements for the Recognition of Prior Learning (RPL) and has an RPL policy and procedures in place. In this context, the learning institution will allow for an educationally appropriate alternative access to this qualification. In so doing, it will recognise the following fundamentals:

• Formal learning, such as a course offered by a professional body, enterprise, private educational institution, or by any other accredited provider recognised by the Institution. These may include professional development or on-the job-training.
• Experience of approximately three to five years working within the industry will be considered in conjunction with the academic record of the candidate based on the institutional policy of RPL.

RPL may also be granted for admission to the qualification, where an applicant's previous non-accredited formal study or informal learning is assessed to the prerequisite qualification.

The Institution may grant credit for subjects (modules) passed at other recognised higher education institutions if

• The module is considered to be similar in content and standard to those offered by the Institution.
• It is relevant to the planned qualification of study.
• The learner satisfactorily complete at least half the qualification units/modules at the Institution in order to be awarded a Degree.

Applications will be considered on a case-by-case basis.

Entry Requirements

The minimum entry to this qualification is a three (3) year Bachelor's Degree or a cognate qualification.

This qualification comprises compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules, 120 Credits

• Theory and practice of public health, 15 Credits.
• Measuring health and disease, 15 Credits.
• Population health and development, 15 Credits.
• Health systems research, 15 Credits.
• Health policy, management, leadership and governance, 15 Credits.
• Managing health systems, 15 Credits.
• HIV and AIDS and the sustainable development agenda, 15 Credits.
• Monitoring and evaluation of health and HIV and AIDs programs, 15 Credits.

1. Illustrate the effective practice of public health principles.
2. Apply policy, ethical, legal, epidemiological and theoretical frameworks to public health problems.
3. Suggest and motivate improvements to health program performance.
4. Propose methods to address policy, legal and human rights issues affecting marginalised populations and/or vulnerable communities.
5. Identify and analyse factors that affect the health and wellness of communities.
6. Evaluate innovative health policies and programs aimed at the promotion and optimisation of the community health and welfare.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and explain the relationships among programme managers, programme staff and beneficiaries.
• Explain professional values in delivering quality health care services.
• Elaborate on the importance of access to and equity of health promotion, disease prevention and disease control interventions.
• Apply strategies for the effective and efficient implementation of public health services.

Associated Assessment Criteria for Exit Level Outcome 2

• Elaborate on the health determinants in a given population.
• Suggest an operational and cost-effective solution to a persisting public health problem.
• Justify a research design and methods that include ethical considerations.
• Comprehensively analyse, interpret and compare research results with the findings of earlier research.

Associated Assessment Criteria for Exit Level Outcome 3

• Scrutinise and explain the six building blocks for an effective health system.
• Analyse and elaborate on the relationships among health program key stakeholders.
• Suggest ways to address weaknesses in community level health systems.

Associated Assessment Criteria for Exit Level Outcome 4

• Investigate and explain policy, legal and human rights issues that hinder access to health, social and other services by the most vulnerable populations in the community.
• Examine strengths and weaknesses of health systems using health policy principles and legal determinants.
• Apply theory and practice of public health principles to address policy, legal and human rights challenges faced by affected populations.

Associated Assessment Criteria for Exit Level Outcome 5

• Analyse and communicate the economic, social, political, institutional and developmental factors associated with success or failure of health programs.
• Utilise evidence-based approaches in addressing behavioural, social and cultural aspects of common health problems at community level.
• Evaluate the Sustainable Development goals of the United Nations and their role in promoting health, curbing the spread of illnesses and reducing mortality.

Associated Assessment Criteria for Exit Level Outcome 6

• Utilise cost benefit analyses to determine the effectiveness of health programs.
• Interpret and analyse relevant monitoring and evaluation information and results of operational and health system research aimed at strengthening health systems and programs.
• Apply inter and multi sectoral approaches to addressing problems and to propose reforms in health services delivery.

Integrated Assessment

Integrated Assessment is core to the design of this qualification. The theoretical and practical components of this qualification are to be assessed in tandem, focusing on theoretical, practical, applied, foundational and reflective competencies. Assessment of this qualification could be described as:

• Open, transparent, fair, valid, and reliable, ensuring that no learner is disadvantaged in any way whatsoever.
• Learning, teaching and assessment of this qualification are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values are be integrated.
• Assessment of fundamental principles will be integrated as far as possible with other aspects of public health and will use practical contexts wherever possible. A variety of assessment methods will be used, activities will be appropriate to the context in which the student will work. Simulations, case studies, role-plays and other similar techniques will be used to provide a context appropriate to the assessment within the parameters of the framework of this qualification.

Continuous assessment will be done through case study simulations; forum discussions; essays; project reports; role play; group assignments; case studies and case presentations; peer evaluations; and on-line assessment activities. Assessment procedures will furthermore ensure that the outcomes and critical cross-field outcomes are evaluated in an integrated manner.