• Ensuring greater academic RECOGNITION on the global stage.

• Promoting TRANSFERABILITY of public health education & training.

• Increasing EMPLOYABILITY of public health graduates.

• Attesting the QUALITY of Public Health Workforce training.




Glossary of Terms

Throughout the globe there are diverse terms for the same aspects. This table is non-exhaustive (i.e. it may not contain all of the variations in terminology) and if applicants are unsure of the terms they are advised to contact the APHEA secretariat.


APHEA Curriculum Validation Criteria

Document which addresses the APHEA Curriculum Validation requirements.

Accreditation process

The accreditation process is comprised of four phases:
- Programme level validation
- Self-Evaluation Report phase
- External review
- Accreditation decision.

APHEA Programme Criteria/Standards

The individual criteria by which the quality of an institution is assessed and which must be fulfilled in order for an institution to be accredited.


First cycle undergraduate degree. Can also be termed by names such as baccalaureate and carry other features such as, Honours.


Student body defined by their date of admission.
- Present cohort: the most recent admitted student intake on the programme in the academic year prior to the date of submission of self-evaluation.
- Last cohort: the student intake before the present cohort
- Previous to last cohort: Student intake three programme cycles past.
For example, in a 2 year programme it is possible for there to be a 'present cohort' in their first year of studies and the 'last cohort' in their second year of studies whereas the 'previous to last cohort' will be fresh graduates.


Academic and practical skills.


The composite parts of a programme, alternatively entitled unit or block.

Curricula / curriculum

All the content of an educational programme (s), clustered around a central topic with all related elements and a logical sequence of topics.

Diploma Supplement

Codified document outlining student grades as well as credits earned and what they represent. Can also be known as (non-exhaustive) credit or academic transcript, academic, Co-curricular record or student record statement of learning.

Drop-out and prolongations

Students who fail to finalise the programme or require additional time to finalise.


Academic staff of the institution.

Final outcomes

The outcomes a graduate should have acquired upon completion of the programme.
- Final outcomes make explicit the profile of a graduating student when he or she enters the labour market;
- Final outcomes are achieved by students via the content of the educational modules and accomplishment of the module learning objectives (Can also be called final qualifications).


Assessments given as part of ongoing activities with the aim of improving the quality of those activities.


The main organisational body under review or which hosts the prorgamme. This may take several forms, such as (non-exhaustive), school, college, faculty or department.

Integrating Experience

This term has been adopted to cover practicums/internships, final projects, thesis, dissertations, memoires or final exam.

Learning objectives

A learning objective is a statement of a goal which successful participants are expected demonstrably to achieve upon the completion of the module. (this may include skills, knowledge and practical competences, e.g. "what the student is expected to know and be able to do at the end of the module")
- Learning objectives are defined by the final qualifications.
- Achieving learning objectives is instrumental in achievement of the final qualifications.
- Learning objectives shape the content, structure and blueprint of the modules, thereby defining the curriculum.
(Can also be called module goals, module objectives, learning goals).

Lifelong learning

Refers to the skills that students and graduates can use throughout their lives to continue to conduct learning and research for personal or professional purposes.


This defines the institution’s purpose i.e., why it exists?


This is the building block of a curriculum with a specified length and duration. Together, modules cover the entirety of the targeted final qualifications of the educational programme.
- Modules offer content that, in terms of volume and complexity, can be successfully mastered by students at a given stage of the curriculum;
- Modules together form a coherent curriculum in which preceding units prepare for the ones to follow.

MPH (Master of Public Health)

Used in this documentation to refer to "master" level programme and equivalent to a "Master of Public Health" or a Master of Public Health with specialisations although names may differ and can include terms such as, (non-exhaustive) MPH, MSc, MA, M.Phil, master of health sciences, public health care, community based prorgammes, public health management or public health epidemiology.


The administered programme which supports the curriculum.

Programme aim(s)


The programme aims define the domain, margins and/or boundaries of the educational programme. A locally rooted public health educational programme is instrumental in achieving the institution’s greater mission by formulating a set of credible programme aims which support this mission, taking into consideration the specific context. (Can also be called programme objectives, programme goals, programme mission).


Areas in which the programme or institution provides a service to external constituents, for example, but not limited to, community engagement, advisory services, workforce training. May also be called practice.


Assessments given at a fixed point in time (generally at the end of activities) and carrying grades.