SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Arts in Language Practice

SAQA QUAL ID	QUALIFICATION TITLE
100860	Master of Arts in Language Practice
ORIGINATOR
North West University
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 04 - Communication Studies and Language		Language
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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Masters (MA) in Language Practice is to enable student's to develop independent learning, thinking, writing and research skills together with a comprehensive knowledge of the theory and practice of a field in language practice. The qualification aims to deliver students who are able to apply this knowledge and skills to a research problem in the field of language practice in the South African and/or global context, thereby contributing in both practical and theoretical ways to the critical discourse surrounding the role of language practitioners in the facilitation of communication and the development of multilingualism and literacy in their communities, the broader South African society, Africa and the world. The qualification (and curriculum) aims to develop scientific insight into and knowledge of the linguistics and literature of Afrikaans and Dutch.

On completion of this qualification, students should have developed the ability to:

Acquire scholarly and scientific factual knowledge, and insight into the connections between related matters by means of an interdisciplinary approach to academic disciplines.

Identify and solve problems in a critical and creative manner.

Acquire, control, apply, analyse, and integrate knowledge independently, as well as to evaluate it in a responsible and well-grounded manner.

Be effective learners who understand the need for life-long learning.

Describe, contextualize and analyse selected texts, authors or phenomena in the Afrikaans and Dutch literature from a literary historical perspective.

Know and master the linguistic nature of Afrikaans.

Know and master various literary and linguistic theories.

Deal critically with the methodologies of various theories.

Formulate a personal literary opinion based on subject-specific and theoretical knowledge.

Articulate and communicate the value of language and literature within a vocational context.

Recognise, understand and communicate the linguistic and literary phenomena of the culturally-diverse South African and world populations.

Rationale:
This Masters of Arts Degree in Languages is intended to assist all relevant role players, such as potential employers, curriculum developers and providers of learning qualifications, all education and training bodies and relevant moderators as well as learners and their parents, to understand the notion of and criteria determining the level and the outcomes associated with a further degree in the arts and humanities. The term 'generic' is used to indicate that the basic minimum of the outcomes as well as their associated assessment criteria has been identified. In keeping with the points of departure of the generic degrees project, the standards have been developed abstractly. The standard is not bound by discipline-specific knowledge, but rather by consensus on the depth and complexity of learning and competencies to be acquired by learners in such qualification of study. This has the implication that a student could build a learning qualification at the appropriate level by using a wide variety of disciplines leading to the desired outcomes. In the construction of a specific study qualification provision should be made for depth and that the level descriptors should be kept in mind very closely so as to allow a student to proceed to more complex postgraduate work. This generic qualification standard proposes a minimum standard for the Masters of Arts Degree in languages consisting of at least 180 Credits within the 'general track' of the NQF.

This Honours Bachelor of Arts Degree in humanities and languages is intended to assist all relevant role players, such as potential employers, curriculum developers and providers of learning qualification, all education and training bodies and relevant moderators as well as learners and their parents, to understand the notion of and criteria determining the level and the outcomes associated with a further degree in the arts and humanities. The term 'generic' is used to indicate that the basic minimum of the outcomes as well as their associated assessment criteria has been identified. In keeping with the points of departure of the generic degrees project, the standards have been developed abstractly. The standard is not bound by disciplines specific knowledge, but rather by consensus on the depth and complexity of learning and competencies to be acquired by learners in such qualification of study. This has the implication that a student could build a learning qualification at the appropriate level by using a wide variety of disciplines leading to the desired outcomes. In the construction of a specific study qualification provision should be made for depth and that the level descriptors should be kept in mind very closely so as to allow a student to proceed to more complex post-graduate work. This generic qualification standard proposes a minimum standard for the Honours Bachelor of Arts Degree in languages and the Humanities consisting of at least 128 credits within the 'general track' of the NQF.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Prior accredited learning of a learner at the Further Education and Training (FET) or Higher Education and Training (HET) level in relevant domains which constitute credit-bearing units or modules should be recognised if evidence can be produced that shows that the learner has achieved, at a satisfactory level, the outcomes and associated assessment criteria specified for admission to qualifications of study leading to the relevant qualification, and, if appropriate, allow the Recognition of Prior Learning for the achievement of the qualification in part or in full. Access through RPL and/or credit exemption through RPL is to be determined and explained in the Prior accredited learning of a learner at the FET or HET level in relevant domains which constitute credit-bearing units or modules should be recognised if evidence can be produced that shows that the RPL learner has achieved, at a satisfactory level, the outcomes and associated assessment criteria specified for admission to qualifications of study leading to the relevant qualification, and, if appropriate, allow the recognition of prior learning for the achievement of the qualification in part or in full. Access through RPL and/or credit exemption through RPL is to be determined and explained in the RPL policy documents of providers. Non-formal and informal prior experiential learning: An applicant whose level of knowledge, skills, competencies and attitudes have not been assessed earlier in terms of the formal qualification in question, but who can demonstrate in appropriate ways, through an assessment designed by the institution to which application is made, that she/he has acquired those skills and competencies, may be considered for admission to a qualification of study leading to this qualification. An applicant who, after such assessment, is deemed to have sufficient potential but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission, or to parallel qualifications after admission. RPL policy documents of providers. On-formal and informal prior experiential learning: An applicant who's level of knowledge, skills, competencies and attitudes have not been assessed earlier in terms of the formal qualification in question, but who can demonstrate in appropriate ways, through an assessment designed by the institution to which application is made, that she/he has acquired those skills and competencies, may be considered for admission to a qualification of study leading to this qualification. An applicant who, after such assessment, is deemed to have sufficient potential but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission, or to parallel qualifications after admission.

Entry Requirements:
The minimum requirement for admission to the Master's Degree is:

Bachelor Honours Degree at Level 8 in the relevant field of study.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises a compulsory module at Level 9 totalling 180 Credits.

Compulsory Modules, Level 9, 180 Credits:

Dissertation, 180 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the ability to have the information-gathering, analysis and presentation skills required at exit Level 9 on the NQF.
2. Demonstrate the ability to be able to comprehend what they have learned and to communicate it reliably, accurately, and comprehensively in the required medium of instruction.
3. Demonstrate the ability to be able to begin to take responsibility for their own learning and its progress within a well-structured and managed learning environment.
4. Demonstrate the ability to be able to evaluate their own performance.

ASSOCIATED ASSESSMENT CRITERIA

Association Assessment Criteria for Exit Level Outcome 1:

Demonstrate information-gathering, analysis and presentation skills required at exit Level 8 on the NQF.

Association Assessment Criteria for Exit Level Outcome 2:

Comprehend what they have learned and to communicate it reliably accurately, and comprehensively in the required medium of instruction.

Association Assessment Criteria for Exit Level Outcome 3:

Take responsibility for own learning and its progress within a well-structured and managed learning environment.

Association Assessment Criteria for Exit Level Outcome 4:

Evaluate own performance.

Integrated Assessment:
Examination is in the form of a dissertation, which the supervisor continuously assesses while the dissertation is being written. Examination of the final dissertation is done by at least two examiners, depending on the number of (co-/assistant) supervisors, of which one must be external (from another research institution or from industry), all experts in the field of the dissertation. A supervisor may not fulfil the function of examiner. External examiners are appointed through the postgraduate faculty board. The examiners' reports are reviewed by the faculty examination committee who make the final decision concerning the awarding of the degree, based on recommendations from the examiners' reports.

INTERNATIONAL COMPARABILITY

This Master of Arts Degree in the Languages Sciences qualification standard is comparable to similar qualifications from around the world with regard to outcomes and assessment criteria, the level of depth and complexity involved in the study process, and with due regard to notional learning time. In setting the standard for this formative degree, the following requirements were considered and taken into account: To ensure international comparability, these Level Descriptors were benchmarked against the standards and norms contained in the qualifications frameworks developed for countries around the world. This qualification standard was constructed using the qualification descriptors for Honours Bachelor Of Arts Degree in the Arts, Humanities and Social Sciences as starting point and then adapting it to the requirements of Level 9. The process followed in developing this qualification standard is in line with the process envisaged in the General Qualification Standards Setting Project launched and driven by South African Universities Vice-chancellors Association (SAUVCA). This Honours Bachelor of Arts Degree in the Humanities and Languages Sciences qualification standard is comparable to similar qualifications from around the world with regard to outcomes and assessment criteria, the level of depth and complexity involved in the study process, and with due regard to notional learning time. In setting the standard for this formative degree, the following requirements were considered and taken into account: To ensure international comparability, these Level Descriptors were compared against the standards and norms contained in the qualifications frameworks developed for countries around the world. This qualification standard was constructed using the qualification descriptors for the general, formative, first Bachelor's Degree In The Arts, Humanities And Social Sciences as starting point and then adapting it to the requirements of Level 8.The process followed in developing this qualification standard is in line with the process envisaged in the General Qualification Standards Setting Project launched and driven by SAUVCA.

ARTICULATION OPTIONS

This qualification allows Vertical Articulation:
Vertically Articulation:

The Master's Degree at Level 9 articulates vertically to a cognate Doctor of Philosophy (PhD) Degree, at Level 10.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS 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.	North West University