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                            SOUTH AFRICAN QUALIFICATIONS AUTHORITY


                                              QUALIFICATION:
                                  Postgraduate Diploma: Public Mental Health

 SAQA QUAL ID                      QUALIFICATION TITLE
 80727                             Postgraduate Diploma: Public Mental Health
 ORIGINATOR                                                 PROVIDER
                                                            University of Stellenbosch
 QUALIFICATION TYPE                FIELD                    SUBFIELD
 Post Graduate Diploma             9 - Health Sciences and  Curative Health
                                   Social Services
 ABET BAND                         MINIMUM CREDITS          NEW NQF LEVEL           QUAL CLASS
 Undefined                         120                      NQF Level 08            Regular-Provider-
                                                                                    ELOAC

Comment on this qualification should reach SAQA no later than 2011-01-03.

This qualification does not replace any other qualification and is not replaced by another
qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION
Purpose:

The programme is designed for, and accessible to, full-time working health and development
professionals, to build on existing professional knowledge and increase capacity in existing
roles.

This Qualification will enable the learner to:

● Develop policies and plans for mental health.
● Design community-based services.
● Evaluate these interventions.
● Conduct basic research in the field of public mental health.


Rationale:

In the past decade there has been a call from the global health community to recognise and
prioritise mental health as an essential part of public health in the developing world. The World
Health Organization (WHO) in particular, has described the high burden of mental disorders and
the significant impact of poverty, conflict and HIV/AIDS upon mental health in developing
countries. The key role of psychosocial and behavioural factors in shaping population health and
development has also been emphasised. There is, however, a major shortage in professional
mental health capacity within Africa and across the developing world. The World Health
Organization Atlas report has highlighted the vast inequities in mental health resources and the
urgent need to train and retain health and mental health professionals in low and middle income
countries.

A crucial gap is the overall policy, service and legislative frameworks that enable governments
to deliver evidence-based interventions and address mental health systematically as a major
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public health and development issue. In many African countries, mental health professionals
lack the public health training to develop policies, plan services, and work with policy makers to
address the social determinants of mental ill-health such as poverty and conflict.

There are currently no programmes on the African continent that undertake this training in public
mental health. Other countries are beginning to swing towards offering short courses to those
already involved in community or public health, but there is no definite evidence of a public
health-specific full qualification being offered.

RECOGNIZE PREVIOUS LEARNING?
Y

LEARNING ASSUMED IN PLACE
Learners should be in possession of an existing health or development professional degree or
diploma (e.g. occupational therapy, medicine, professional nurse, social work, psychology) or, a
related postgraduate degree (e.g. public health, anthropology and sociology), at NQF Level 7.

Recognition of Prior Learning:

Recognition of Prior Learning will be applied on an individual basis and will be conducted in
accordance with the institutions' accredited Recognition of Prior Learning policy and in
agreement with the relevant ETQA.

Access to the Qualification:

Learners accessing this programme should be in possession of a health or development
professional degree or diploma (e.g. occupational therapy, medicine, professional nurse, social
work, psychology) or a cognate discipline on NQF Level 7.

Learners should:
● Have experience of working in a mental health, health or development related field.
● Have the capacity for a management or leadership role.
● Be sufficiently proficient in speaking, reading and writing in English for postgraduate academic
studies.

Learners who do not meet the academic entry requirements may apply for Recognition of Prior
Learning.

QUALIFICATION RULES
The programme will require the completion of 4 compulsory modules:

● Mental health in context - 30 Credits.
● Interventions for mental health - 30 Credits.
● Policy, planning and leadership for mental health - 30 Credits.
● Research methodology for public mental health - 30 Credits.

Assignments for the programme will be related to the ongoing work conducted by participants in
their respective countries.

EXIT LEVEL OUTCOMES
1. Develop policies and plans for mental health.

2. Design community-based services.

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3. Evaluate these interventions.

4. Conduct basic research in the field of public mental health.

Critical Cross-Field Outcomes:

This qualification addresses all the Critical Cross-Field Outcomes.

ASSOCIATED ASSESSMENT CRITERIA
Associated Assessment Criteria for Exit Level Outcome 1:

1.1 The existing policy for the holistic treatment of individuals is evaluated to identify strengths,
weaknesses, and areas for development on order to best equip the learner to offer holistic
treatment which includes mental health.
1.2 Plans are drawn up which aim to improve public health services by including mental health.
1.3 Strategies to manage diversity and potential conflict are developed to the benefit of the
health worker, the patient, the significant others and the organisation, that are in line with
policies, procedures and best practice.
1.4 Methods for enhancing transparency and ethical behaviour associated with the allocation of
resources are included in the plan.

Associated Assessment Criteria for Exit Level Outcome 2:

2.1 Organisational strategies are analysed in order to develop an implementation plan for
holistic health provision.
● Range: Evaluation must include, but is not limited to; a SWOT analysis and feasibility studies
for pro-active and re-active approaches to holistic health which includes mental health.
2.2 Health services are evaluated in terms of their potential strengths and weaknesses and
selected to represent the most suitable operational plan and contingency plans.
2.3 A risk management plan is developed that minimises the impact of obstacles encountered
during implementation of the plan.
2.4 Resources are allocated to the selected plan in order to adhere to the allocated budget.
2.5 Stakeholder roles, responsibilities and requirements are integrated in the plan to ensure a
multi-disciplinary approach in community-based holistic health service.

Associated Assessment Criteria for Exit Level Outcome 3:

3.1 Existing community-based services are evaluated against the broader concept of quality and
relevant quality models for their potential to deliver the required holistic treatment.
3.2 A plan for the implementation of a suitable quality management system within the services is
developed in line with project management principles, quality controls, policies and procedures.
3.3 A client service strategy to enhance the image of the services is developed in line with
organisational and national government initiatives.
● Range: Client service strategy refers to the integral focus on the client within the community-
based holistic health care service.
3.4 Service delivery levels are evaluated and the implementation plan is amended as necessary
to align with existing service standards.
3.5 The value of a holistic community-based service mindset is evaluated in terms of its impact
on the community being served and the corporate image of the organisation.

Associated Assessment Criteria for Exit Level Outcome 4:

4.1 Research methodologies are analysed for their relevance to the specific research topic.

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● Range: Methodologies include, but are not limited to: Qualitative and qualitative differences
related to rules, principles and theories.
4.2 A research proposal is formulated which identifies a problem related to community-based
holostic services.
● Range: The proposal must include a rationale, objectives, methodology and research plan.
4.3 Research is conducted in accordance with the research proposal and prescribed ethical
principles, using the applicable/relevant research methodology.
● Range: Conducting research includes, but is not limited to: Gathering and processing,
capturing and interpreting information.
4.4 A research report containing the findings, conclusions and recommendations that are
relevant to the research proposal and consistent with the supporting data is drawn up to comply
with the organisation's format requirements.
● Range of format requirements includes, but is not limited to: Scope, numbering, headings,
structure, layout and appearances.

Integrated Assessment:

The University of Stellenbosch has a system of external peer review and evaluation of
departments that includes an evaluation of standards and assessment practices, to which this
programme will be subjected. The assistance of the university's Centre for Teaching and
Learning will be sought in the process of the design of assessments for this new programme.

Evaluation of the curricula will include:

● Evaluation of the extent to which curricula operationalise the content of evidence-based
practice for public mental health, mental health policy, services and legislation.
● Feedback from trainees.
● Utilization of course material for ongoing development of mental health policy, legislation and
services in Africa.

The blended learning programme will be evaluated using the following indicators:

● Academic assessment of written and oral performance of trainees (including submission of
written research projects, participation in seminars, and examination of course material).
● Throughput of students, in keeping with Stellenbosch evaluation criteria.

Follow-up assessment of the use of course material in ongoing policy and service development
in the country concerned. This assessment would be conducted based on information provided
by both the candidate and independent assessors.

INTERNATIONAL COMPARABILITY
Epidemiological studies undertaken by the World Health Organisation (WHO) have shown that
there is an increasing prevalence of mental disorders worldwide, but it is especially noticeable in
the poorer countries of the world, where the populations are high and the infra-structures are
less than adequate.

WHO disseminates the international human rights norms and standards applicable to persons
with mental disorders to various countries such as Chile, India, and Indonesia, to try and
improve legislation on mental health and human rights. WHO promotes the provision of mental
health care through primary health care settings. Workshops, involving families, mental health
professionals, lawyers and government representatives, are undertaken in an effort to raise
awareness on the rights of people with mental disorders across the various countries.



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Where the WHO plan has been implemented - such as in Chile - there have been major
improvements in the mental health services, including the implementation of community based
services, which are progressively offering an alternative to traditional mental health care that is
provided by psychiatric institutions. There has also been an increase in mental health care
provided through primary health care setting, which has greatly improved access to services and
treatment for the population.

The educational institutions in established countries such as United Kingdom and Australia
encourage their learners who are involved in psychiatric care to become involved in the work
promoted by WHO, both at home and abroad. However courses offered are classified as short
courses and there is no record as yet of a full qualification in this area of study.

The registration of this qualification would enable the University of Stellenbosch to provide
graduates who could take their skills across South Africa. Stellenbosch is sought after by
international learners and it is envisaged that this qualification will attract many professionals
from the rest of Africa and possible Asia.

ARTICULATION OPTIONS
This Qualification articulates horizontally with any Postgraduate Diploma in a related health field.

The Qualification articulates vertically with a Master's degree in any related health field.

MODERATION OPTIONS
The policy for formative and summative assessment will be consistent with that of the university.
Specifically for this programme, assessment will occur on a continuous basis. There will be no
final examination. Students will be assessed based on written assignments throughout the
programme. If a student fails an assignment (mark of less than 50%) then she or he may submit
a rewritten assignment, but a maximum mark of 50% will be awarded.

Each final mark will be moderated by an external examiner. All external examiner reports will be
circulated to all teaching staff and will be taken into account in further developing and refining
the programme.

Consistent with institutional policy, the programme coordinator will ensure that:

● The outcomes of the programme are achieved.
● Appropriate assessment criteria and assessment methods are used.
● Integrated assessment takes place.
● Student feedback on modules and the programme as a whole is followed up.

The Psychology Department will ensure that assessment standards are upheld and that
lecturers have sufficient and appropriate training and/or experience.

NOTES
N/A

UNIT STANDARDS
This qualification is not based on Unit Standards.


LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION
None



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                            SOUTH AFRICAN QUALIFICATIONS AUTHORITY


                                                QUALIFICATION:
                                   Master of Philosophy: Public Mental Health

 SAQA QUAL ID                      QUALIFICATION TITLE
 80729                             Master of Philosophy: Public Mental Health
 ORIGINATOR                                                   PROVIDER
                                                              University of Stellenbosch
 QUALIFICATION TYPE                FIELD                      SUBFIELD
 Masters Degree                    9 - Health Sciences and    Curative Health
                                   Social Services
 ABET BAND                         MINIMUM CREDITS            NEW NQF LEVEL           QUAL CLASS
 Undefined                         180                        NQF Level 09            Regular-Provider-
                                                                                      ELOAC

Comment on this qualification should reach SAQA no later than 2011-01-03.

This qualification does not replace any other qualification and is not replaced by another
qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION
Purpose:

The programme is designed to be relevant for and accessible to full-time working health and
development professionals, building on their professional knowledge and increasing their
capacity in these roles.

The programme will provide clinicians and health managers with crucial skills to enable them to:

● Plan and evaluate the services that they deliver and manage.
● Lobby effectively with national, provincial and district health planners.
● Facilitate the effective transition from clinical to health planning and management positions.

Mental health is frequently marginalized in decision-making for health service resources, partly
because mental health professionals lack the skills and information to plan services and to
advocate for appropriate resource allocation. The training offered by the programme would
enable them to take on these crucial responsibilities.

The Master of Philosophy qualification programme should essentially produce graduates with
advanced research skills to undertake their own research projects (such as evaluating services,
policies and interventions) as well as to interpret research findings for policy and practice. The
latter skill is crucial. The absence of this capacity frequently leads to research findings not being
implemented in policy and practice for mental health, particularly in low income countries.

Rationale:

In the past decade there has been a call from the global health community to recognise and
prioritise mental health as an essential part of public health in the developing world. The World
Health Organization (WHO) in particular has described the high burden of mental disorders and
the significant impact of poverty, conflict and HIV/AIDS upon mental health in developing
  Source: National Learners' Records Database           Qualification 80729        08/12/2010      Page 1

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countries. The key role of psychosocial and behavioral factors in shaping population health and
development has also been emphasised. There is, however, a major shortage in professional
mental health capacity within Africa and across the developing world. The WHO Atlas report has
highlighted the vast inequities in mental health resources, and the urgent need to train and
retain health and mental health professionals in low and middle income countries.

A crucial gap is the overall policy, service and legislative framework that enable governments to
deliver evidence-based interventions and address mental health systematically as a major public
health and development issue. In many African countries, mental health professionals lack the
public health training to develop policies, plan services, and work with policy makers to address
the social determinants of mental ill-health such as poverty and conflict.

This is a part-time research programme involving coursework and a thesis, designed to develop
capacity for mental health policy, service evaluation and systems development in Africa. Face-
to-face classroom teaching at the University of Stellenbosch will be limited to two two-week
seminars during the year, while blended learning using traditional, internet and mobile resources
will constitute the primary mode of delivery. The blended learning strategy maximizes the
potential for students who are already engaged in mental health related work in Ministries of
Health, NGOs and development agencies to enhance their skills while continuing to fulfil their
important roles.

In keeping with the principles of contextual appropriateness, the thesis will need to be related to
the ongoing work conducted by participants in their respective countries. The content of the
curriculum will draw substantially, but not exclusively, on the modules of the WHO Mental Health
Policy and Services Guidance Package and associated training materials, as well as the
findings of the Mental Health and Poverty Project, which is an African programme.

RECOGNIZE PREVIOUS LEARNING?
Y

LEARNING ASSUMED IN PLACE
Candidates for this programme should be in possession of an Honours degree or Postgraduate
diploma in Public Mental Health or in a cognate discipline, at NQF level 8.

Recognition of Prior Learning:

For candidates applying to enter this qualification without having completed an Honours degree
or Post-graduate diploma, recognition of prior learning could be considered
Recognition of Prior Learning (RPL) is in place to facilitate access for candidates who do not
meet the required above academic criteria. Experience of working in mental health or related
health or development environments will be a strong recommendation. Possible successful
completion of selected modules of the Post-graduate Diploma: Public Mental Health may be
required. Recognition of Prior Learning in the programme will follow university guidelines. A
committee will be constituted to consider all applications. All Recognition of Prior Learning
processes will be conducted in consultation with identified university experts in this area.

Access to the Qualification:

Candidates applying for entry to this qualification must show evidence of:

● Experience of working in a mental health, health or development related field for at least three
years.
● Current employment within a managerial or leadership role, or have the capacity for such a
role.
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● Proficiency in English language speech, reading and writing for postgraduate academic
studies.

QUALIFICATION RULES
The programme comprises two compulsory modules:

● Advanced Research Methods for Public Mental Health - 20 Credits.
● Public Mental Health Thesis - 160 Credits.

EXIT LEVEL OUTCOMES
1. Demonstrate advanced application of concepts, ethics, theories and analytical processes in
relation to the chosen focus of public mental health.

2. Access, analyse, organise and critically evaluate existing knowledge.

3. Engage in independent research and produce findings in the form of a research report from a
range of appropriate research designs, methods, techniques and technologies in the chosen
focus area.

4. Demonstrate in-depth understanding of own position in relation to major debates within the
chosen field.

5. Demonstrate specialist forefront knowledge and expertise in the chosen field and the
competency to apply these creatively within the chosen field.

6. Critically analyse and evaluate the outcomes of interventions, techniques, strategies or
processes in the chosen field.


Critical Cross-Field Outcomes:

This qualification addresses all the Critical Cross-Field Outcomes.

ASSOCIATED ASSESSMENT CRITERIA
Associated Assessment Criteria for Exit Level Outcome 1:

1.1 Discussions reflect a clear understanding of the contest (including policy, legislation and
global issues), appropriate concepts, methods, ethics, theories and analytical processes in the
chosen field.
1.2 Presentations reflect the appropriate application of the relevant concepts, methods, ethics,
theories and analytical processes in the chosen field.
1.3 Written work on the chosen field displays critical analyses and a degree of intellectual
independence.

Associated Assessment Criteria for Exit Level Outcome 2:

2.1 Current literature and research are accessed, analysed and organised and evaluated
systematically in the chosen focus area.
2.2 Evaluations demonstrate clear evidence of effective application of the principles of research
practice in the chosen focus area.
2.3 Conclusions and recommendations are justified by the use of appropriate evidence and
arguments.

Associated Assessment Criteria for Exit Level Outcome 3:
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3.1 The research inquiry is planned and conducted on the basis of a range of appropriate
research designs, methods, techniques and technologies for the specific research problem.
3.2 Research themes are appropriately identified and demarcated.
3.3 Analyses of the research theme include a comprehensive and critical review of current
literature and investigations.
3.4 Selected research methods, techniques and technologies show evidence of a clear
understanding of relevant research theory and practice.
3.5 Research reports critically and coherently describe theoretical arguments, the research
process, methodology, results, conclusions and recommendations.
3.6 Research reports display skill in extrapolating key findings, justifiable conclusions and
making feasible recommendations.

Associated Assessment Criteria for Exit Level Outcome 4:

4.1 Motivations of own position to specific debates are based on sound integration of relevant
theory, practice, research and independent, creative thinking.
4.2 Discussions demonstrate understanding of one's own position and its feasibility in relation to
major debates.
4.3 Written and oral formats clearly and cogently communicate explanations of own position.

Associated Assessment Criteria for Exit Level Outcome 5:

5.1 Analyses of the problems and issues reflect a purposeful and critical application of advanced
theory, current knowledge and expertise in the chosen focus area.
5.2 Interventions and/or recommendations reflect purposeful and creative plans to seek
solutions based on theory and proven methods in the chosen field.
5.3 Discussions and/or interventions reflect advanced application of appropriate skills, strategies
and techniques in accordance with corresponding theoretical assumptions in the chosen field.
5.4 Research and/or interventions include the appropriate and creative use of tools and/or data
relevant to the chosen field.

Associated Assessment Criteria for Exit Level Outcome 6:

6.1 Evaluations comprehensively describe outcomes of interventions, techniques, strategies or
processes in relation to the stated goals and in accordance with corresponding theoretical
assumptions.
6.2 Evaluations critically analyse outcomes in accordance with the identified needs and issues
within the chosen focus area.
6.3 Evaluations are purposefully used as the basis for planning, implementing and making
recommendations.

Integrated Assessment:

The qualification will be assessed in accordance with the assessment standards of the
institution.

Evaluation will include:

● Evaluation of the extent to which curricula operationalise the content of evidence-based
practice for public mental health, mental health policy, services and legislation.
● Feedback from students.
● Utilisation of course material for ongoing development of mental health policy, legislation and
services in Africa.
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The blended learning programme will be evaluated using the following indicators:

● Academic assessment of written and oral performance of students (including submission of
written research projects, participation in seminars, and examination of course material).
● Throughput of students, in keeping with institutional evaluation criteria.

Follow-up assessment of the use of course material in ongoing policy and service development
in the country concerned. This assessment would be conducted based on information provided
by both the candidate and independent assessors.

INTERNATIONAL COMPARABILITY
In terms of the required research component and theoretical knowledge (and practical skills -
where applicable) this qualification meets international standards in terms of the requirements
for a Master's Degree. It can be compared to the following similar qualifications:

● Master of Public Health: Rutgers, The State University of New Jersey, USA.
● Master of International Public Health University of Sydney, Australia.

It must be borne in mind, however, that this qualification is aimed specifically at African
situations.

ARTICULATION OPTIONS
This qualification articulates horizontally with any Master's degree in a related health field.

This qualification articulates vertically with any Doctoral degree in a related health field.

MODERATION OPTIONS
The policy for formative and summative assessment will be consistent with that of the institution.
Specifically for this programme, assessment will occur on a continuous basis. There will be no
final examination. Students will be assessed on written assignments throughout the programme.
If a student fails an assignment (mark of less than 50%) then she or he may submit a rewritten
assignment, but a maximum mark of 50% will be awarded. The thesis contributes 90% to the
final mark for the programme. The Degree may be awarded with distinction (75%-100%), if the
average of the thesis and coursework mark is 75% or above and each are passed with a
minimum of 70%.

Each final mark will be moderated by an external examiner. All external examiner reports will be
circulated to all relevant teaching staff and will be taken into account in further developing and
refining the programme.

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

UNIT STANDARDS
This qualification is not based on Unit Standards.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION
None

  Source: National Learners' Records Database         Qualification 80729          08/12/2010     Page 5

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