SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Urban and Regional Planning

SAQA QUAL ID	QUALIFICATION TITLE
100736	Master of Urban and Regional Planning
ORIGINATOR
Cape Peninsula University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's Degree	Field 12 - Physical Planning and Construction		Civil Engineering Construction
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	180	Not Applicable	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
78773	Master of Technology: Town and Regional Planning	Level 8 and above	NQF Level 09	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of this professional Master's Degree in Urban and Regional Planning is to equip students with advanced disciplinary knowledge and practice-based skills as well as research capabilities to contribute meaningfully to finding solutions to complex problems in this field of study. The programme aligns to the requirements of the professional bodies associated with this field of study, namely: South African Council of Town and Regional Planners (SACPLAN) and the South African Planning Institute (SAPI). Furthermore, the qualification aims to equip graduates in areas such as Planning (Theory and Practice), Development (Theory and Practice) and Research Training and Methodology by integrating coursework components and research components such as a research project and dissertation. While the undergraduate qualifications focus mainly on aspects associated with local area planning and sub-regional planning, the Postgraduate qualifications focus on aspects associated with metropolitan, rural and regional planning which implies an increase in the complexity and geographical scale of the projects to be completed by students.

Rationale:
This qualification aims to address the need for advanced knowledge and skills in the field of Urban and Regional Planning as defined by the professional bodies associated with this field of study: South African Council of Town and Regional Planners (SACPLAN) and the South African Planning Institute (SAPI). Primary focus is on equipping students who can make a meaningful contribution to the profession through research.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity.

The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines. This qualification may, in part be achieved through Recognition of Prior Learning by means of a portfolio of evidence of relevant work experience. Such evidence should be screen by the Faculty Recognition of Prior Learning committee and should be approved by the Faculty Board. An independent RPL advisor may be appointed to determine, in consultation with the relevant subject/programme specialists, if sufficient evidence has been presented by the candidate for consideration. The portfolio of evidence should be evaluated against the relevant South African Qualifications Authority (SAQA) level descriptors. The Exit Level Outcomes of the qualification should also be taken into consideration.

Upon Faculty Board approval the application should be considered at institutional level by the Higher Degrees Committee and approved by Senate.

Entry Requirements:
Bachelors Honours Degree (Level 8) or a Postgraduate Diploma (Level 8) in the field of study or related field(s) of study. A Professional Bachelor's Degree (480 SAQA Credits) at Level 8 in this field of study or related field (s) of study. Bachelor of Technology (BTech) Degree in Town and Regional Planning with additional requirements specified by the institution and approved by relevant authorities. Additional requirements such as an average of at least 75% in certain subjects at Level 7 or Level 8 may be applicable to Recognition of Prior Learning (RPL) candidates. Students may be required to submit a research proposal approved by the relevant authorities before he/she will be permitted to register for the qualification.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at Level 9.

Modules:

Advanced Development Theory and Discourse (ADT690S) 15 Credits.

Advanced Planning Theory and Policy (APT690S) 15 Credits.

Research Training and Methodology (RTM692S) 30 Credits.

Research Project and Report (URP690C) 120 Credits.

EXIT LEVEL OUTCOMES

1. Display understanding of advanced disciplinary knowledge and practice based skills in urban and regional planning at the required standard to meet South African Council for Planners (SACPLAN) accreditation requirements.
2. Display advanced understanding of research training and methodology and conduct research in a specialised area in the field of urban and regional planning.
3. Contribute to knowledge production through the understanding, application and evaluation of existing and new knowledge.
4. Demonstrate ability to engage with a relevant problem within the field of urban and regional planning; gathering and analysing evidence based information.
5. Conduct research aimed at generating more innovative interventions within the profession, and broader applications across disciplines and decision making consisting of the identification of research questions; contextual analysis of the challenges pertaining to the research topic; comprehensive literature review; research method, interpretation of empirical findings as well as recommendations for improving or eliminating of the problem(s) identified.
6. Report on the research project and its findings, conclusions and recommendations to specialist and non-specialist audiences.

ASSOCIATED ASSESSMENT CRITERIA

Integrated Assessment:
Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student centred-learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards. Formative assessment is aimed at enhancing student learning and provides students with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study which could include face-to-face discussions with a supervisor, peer group discussions, seminars and presentations. Summative assessment will take place at the end of a section of work/semester/year and is aimed at assessing student's attainment against the learning outcomes of the programme and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination. Integrated assessment often cuts across a number of subjects/modules of a programme and is aimed at the holistic development of students and contributes to students personal and professional development in the field of study in terms of foundational, practical and reflexive competence. The research project and dissertation to be compiled at this level of study forms part of integrated assessment.

INTERNATIONAL COMPARABILITY

National and international benchmarking was conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions. The international benchmarking exercise was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the benchmarking exercise; the selection of a variety of reputable Higher Education (HE) institutions internationally (and nationally); the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of programme design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution. In terms of this particular qualification, benchmarking was done by comparing the existing qualification with those offered by other South African universities. In addition, the existing qualification was also benchmarked again the requirements of local and international professional organisation such as RTPI and the American Planners Association (ASA).

ARTICULATION OPTIONS

This qualification allows for vertical and horizontal articulation possibilities.

Vertical Articulation:
Upon successful completion of this Masters Degree students may progress to a Doctoral qualification in the same field or a cognate field if the student meets the admission requirements as stipulated in the faculty handbook of the institution.

Horizontal Articulation:
Articulation possibilities exist between the existing Master Technologies (M Tech) Degree and the Higher Education Qualifications Sub-Framework (HEQSF) aligned Masters Degree. Decisions in this regard will be based on the scope, depth and degree of cognitive complexity as defined in the outcomes of the programme and benchmarked against the relevant South African Qualifications Authority (SAQA) level descriptors.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Cape Peninsula University of Technology