State University of Zanzibar

THE STATE UNIVERSITY OF ZANZIBAR
SCHOOL OF HEALTH AND MEDICAL SCIENCES
BACHELOR OF SCIENCE IN ENVIRONMENTAL HEALTH (BSc.EH) CURRICULUM

According to WHO (2021), 24% of all global deaths are linked to the environment, which is roughly 13.7 million deaths a year. Healthier environments could prevent almost one quarter of the global burden of disease. Some of the top 20 preventable disease which link with preventable environmental risk factors include malaria, cholera, and typhoid. The COVID- 19 pandemic is a further reminder of the delicate relationship between people and our planet. Clean air, stable climate, adequate water, sanitation, solid water management and hygiene, safe use of chemicals, protection from radiation, healthy and safe workplaces, sound agricultural practices, health-supportive cities and built environments, and a preserved nature are all prerequisites for good health.

The philosophy of this program is to enhance problem-based learning (PBL) in authentic learning situations through students centred, sustainability, e-learning, innovation and entrepreneurship.

The overall objective of this program is to produce graduates with innovative interdisciplinary skills necessary to analyse institutional, legal and behavioural aspect, physical, biological and chemical characteristics in our environment and their relationship to human health as well as designing, implementing and evaluating sustainable interventions to promote and protect community health.

The four cross-cutting areas were incorporated in the reviewed curriculum using ABC and other area specific approaches. The student-centred learning was incorporated by introducing project-based courses and their assessment procedures in the reviewed curriculum in each semester. The projects were designed to provide learner with opportunity of applying the knowledge covered within the semester to solve practical problems. The E-Learning teaching was incorporated by developing storyboard, introducing online discussion, online video as well online tutorials and assessment. The sustainability component was integrated through sustainability mapping approach. Through mapping sustainability learning outcome were defined and sustainability issues to be incorporated were identified. The integration of entrepreneurship and innovation was by introducing two dedicated courses on entrepreneurship and innovation in the reviewed curriculum. The first course is basic but compulsory across all university and the second one is advance and optional.

The significant changes to the curriculum have been incorporation of project-based courses, facilitation of online teaching/learning activities, addition of relevant sustainability issues and introduction of advanced course on entrepreneurship and innovation for students who want to develop their ideas.  Other key change in the curriculum is the merging of courses based on the findings of tracer study to improve the curriculum.

Link to the curricula when accredited: at https://www.suza.ac.tz/eei-shea/