SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Philosophy in Social Policy and Development

SAQA QUAL ID	QUALIFICATION TITLE
101566	Master of Philosophy in Social Policy and Development
ORIGINATOR
University of Johannesburg
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 07 - Human and Social Studies		Public Policy, Politics and Democratic Citizenship
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 qualification will focus on developing and applying knowledge, skills and values. It will be embedded in a social justice approach to development and will promote values of equality, socio-economic rights, democracy and participation including principles of people-centred development. Different disciplinary interests and career tracks will be accommodated.

The niche of the qualification is two-fold: first, the qualification focuses specifically on social policies and social interventions at a community and household level in South Africa and in a developing country context. Second, it builds high-level theoretical and practice capability of social development professionals across a diversity of disciplines to address/solve complex social development challenges. The programme will also develop high level capabilities of a diverse group of social development professionals in social policies and interventions that will improve social well-being through increasing people's opportunities and autonomy. The outcomes of this qualification are to develop learners' competency in social policy and evidence-based theory and practice in their specific field of study, namely social work, psychology, community development, development studies, public governance, political science, anthropology, sociology, education, law, health sciences, art and design, and economics amongst others. Equipped with the appropriate and requisite knowledge and skills, they will be able to enhance the quality and implementation of social policies/interventions in national, regional and global institutions.

Rationale:
This qualification is specifically targeted at practitioners, researchers and scholars who wish to pursue a career in social (also referred to as human) development. The qualification will educate and train leaders in this field.

The education and training of a diversity of professionals, scholars and development practitioners is confined to specific disciplines. It is within these disciplinary boundaries that social policy and social intervention is taught. Rarely do learners have the opportunity to engage across disciplines to gain and apply knowledge and skills to find solutions to complex social issues facing their societies. This qualification attempts to bring together an expansive knowledge base and skills set that will traverse bounded academic knowledge systems.

The National Development Plan (NDP) 2030 (RSA 2011 p.75) sets out the challenge of policy making in an increasingly integrated and complex national, regional and global context. The NDP draws particular attention to new and wide-ranging risks to human security such as poverty, gender inequality, the impact of climate change on livelihoods, the spread of diseases, youth unemployment, and the vulnerability of particular target groups such as those with disabilities, children, and women to mention a few. Other policy related impacts arise from demographic changes, mortality, and migration and population movements. The rise of Africa and the Global South is often cited as a further factor that is shaping national, regional and global social policy debates. Increasingly South Africa is being perceived as a global leader in social policy, e.g., social protection along with the other Brazil, Russia, India and China (BRICS) countries. Many African countries are drawing on policy lessons from the Global South and South Africa in particular.

The social sector is a major employer in the South African economy. The qualification will be directed at South African learners who plan a career in the public, private and third sectors including international organisations based in Africa and in development agencies. More specifically, the qualification will contribute to the building of a capable, developmental, professional and responsive state (see NDP 2030). It will also contribute to high level capacity in non-governmental organisations, in the private sector's corporate social responsibility qualifications and in growing researchers and scholars in this field. National and international development agencies are also employers of staff with social policy and social intervention expertise who are innovators and leaders in these fields. While the qualification will be targeted at South Africans, it will also be marketed to learners in Africa, particularly in the South African Development Community (SADC) region. It will be aimed at public officials, planners and administrators but is also pertinent to professionals working in not-for-profit organisations, the private sector and development organisations.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Where applicants do not meet the minimum admission requirements stated, RPL may grant access to the qualification. RPL will be applied according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE 2016) and the institution's RPL policy. The process will be managed by the central RPL Office in collaboration with the Faculty of Theology.

Through its RPL policy and RPL Office, the institution will ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented; and that administrative and support systems, both prior and subsequent to RPL assessment, are in place.

Applicants will be assessed against Level 8 competencies. Furthermore, an RPL application for access will be evaluated against the entry requirements of the Master of Reconciliation and Social Cohesion and assessment will be undertaken by the Faculty of Theology.

Credit accumulation and transfer will be applied when a learner's achievements are recognised and contribute to further leaning even if the learner has not obtained a qualification. Any and all credits for an incomplete qualification may be recognised as meeting part of the requirements for the Master of Reconciliation and Social Cohesion as per institutional General Rules.

Entry Requirements:

A relevant Bachelor Honours Degree or a relevant qualification, Level 8.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at 9, totalling 180 Credits.

Compulsory Modules:

Minor dissertation, 90 Credits.

Social Policy and Social Intervention Theory and Practice, 36 Credits.

Advanced Research, 36 Credits.

Electives:
The elective will have 18 Credits. Learners may substitute the elective offered in the Faculty of Humanities with a cognate module from a department in another Faculty. In such cases the approval of the chairperson of the relevant department is required.

Learners will be able to select one elective from selected approved Institution Honours or Master's by coursework qualifications across departments and faculties that will deepen their knowledge and skills in a chosen field and that is consonant with the purpose and outcomes of the qualifications. The electives will be presented from a menu of options offered in a given academic year and learners will be informed of the offerings when they register. Learners may choose another compatible elective from a different programme with permission of the programme coordinator.

EXIT LEVEL OUTCOMES

1. Use a range of specialised skills to identify, analyse and deal with complex problems and issues drawing systematically and creatively on the theories, research methodologies, methods/techniques, literature and materials of their discipline/field of specialisation.
2. Manage learning tasks autonomously and professionally and continue and sustain independent learning and academic professional development.
3. Demonstrate advanced information retrieval and processing skills to identify, analyse, synthesise and independently evaluate quantitative and/or qualitative data, using appropriate Information Communication Technology (ICT).
4. Demonstrate comprehensive, systematic and integrated specialist knowledge of the discipline/field with a coherent and critical understanding of the theories, research methodologies, epistemologies, and methods/techniques relevant to their discipline/field of specialisation.
5. Present and communicate the results of research by appropriate academic/professional discourse, and produce a dissertation or research report, which meets the standards of scholarly/professional writing/presentation.
6. Critique and evaluate current research and participate in scholarly debates, addressing both theory and practice, in the humanities and social sciences area of specialisation.
7. Develop a mastery of the application of research methodologies, methods/techniques and technologies applicable to the humanities and social sciences area of specialisation.
8. Plan, execute and write up research, investigation or development in the humanities and social sciences area of specialisation under some supervision.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate knowledge of the historical trends in social policy and their influence on contemporary approaches to social issues globally and locally.

Analyse the impact of globalization on human security, correctly.

Distinguish how global, national and regional institutions and contextual factors shape policy making.

Demonstrate a sound knowledge of the South African social policy regime, its concepts, theories and its critics.

Describe the political dynamics of the making of social policies and how to influence policy formulation and review.

Illustrate the skills in the analysis, critical reflection of social policies and social interventions and the application of theory in practice.

Associated Assessment Criteria for Exit Level Outcome 2:

Independently complete assignments and the minor dissertation.

Actively engage in class discussions showing evidence of having read the prescribed and recommended material.

Associated Assessment Criteria for Exit Level Outcome 3:

Search for and identify appropriate literature for their assignments and minor dissertation.

Critically engage with both quantitative and qualitative empirical evidence and present their engagement in assignments and the minor dissertation.

Associated Assessment Criteria for Exit Level Outcome 4:

Analysis of the historical trends in social policy and their influence on contemporary approaches to social issues globally and locally.

Critically engage with the South African social policy regime, its concepts, theories.

Evaluate political dynamics of the making of social policies and how to influence policy formulation and review.

Associated Assessment Criteria for Exit Level Outcome 5:

Make recommendations on how to influence policy and qualifications with research.

Effectively disseminate research through various media (e.g. academic article, policy briefs, research briefs, media briefs).

Associated Assessment Criteria for Exit Level Outcome 6:

Critically engage with both quantitative and qualitative empirical evidence and present their engagement in assignments and the minor dissertation.

Show evidence of being able to apply the theories learned in the course to the critical evaluation of evidence in class discussions, assignments and the minor dissertation.

Evaluate their own and others' academic work and initiatives against a range of criteria.

Associated Assessment Criteria for Exit Level Outcome 7:

Apply research to social change (social policy and social interventions).

Choose and use appropriate research designs, methods, sampling and analysis.

Monitoring and evaluation of social policy and social interventions, correctly.

Associated Assessment Criteria for Exit Level Outcome 8:

Demonstrate an ability to design a social policy or social intervention research project that is contextually appropriate, outcome-oriented, and innovative in addressing the needs of particular populations by:
> Developing an appropriate research question that is intended to either inform or assess a social policy or social intervention.
> Developing a theoretically sound theory of change.
> Selecting and implementing an appropriate research design, methodology and sampling strategy for generating data.
> Conducting research in a contextually and ethically appropriate manner.
> Logically analysing and presenting data in a way that contributes to developing, critiquing or enhancing social policy or a social intervention.
> Producing a research report that meets the required standards for scientific reports.

Integrated Assessment:
For the compulsory modules learners will write at least two major essays critically discussing the theoretical content that has been presented. In some cases additional continuous formative assessments such as verbal presentations and reading assignments may be included. A final examination will be written, which would count as 50% of their mark for the module.

The elective module assessments will be as per the delivering department's requirements.

Summative assessments will be offered: One final examination per module plus a minor dissertation, which will be externally assessed.

Formative assessments will be offered: Two essays per module, plus the possibility of reading reports. A mark awarded on the research proposal.

Internal and external moderation/examination: Assessment is done according to institution policy. Moderators are experienced assessors with knowledge of the learning field. External moderation is done for all summative assessments. Reports from external moderators are used to improve teaching and learning as well as formative and summative assessments. Final examination assessment is done in line with the institution and Faculty policy requirements and procedures.

Suitable experts will be identified for the purpose of external moderation; all moderators will have a qualification of at least one level higher than the level to be moderated. After the lecturer of a particular paper has finalised the examination paper, it will be sent to the external moderator for his/her approval. Subsequent to the grading of examination scripts by the lecturer, all the examination scripts will be sent to the external moderator. Moderators will be required to make final recommendations regarding borderline cases, i.e. failure and distinction candidates.

The minor dissertation module, which is compulsory, will be externally assessed.

INTERNATIONAL COMPARABILITY

The qualification is modelled on three international offerings. The most well-known interdisciplinary qualifications that have been researched for this application are as follows:

The London School of Economics' Masters in Social Policy offered in the Department of Social Policy a range of options or streams are offered such as social policy for non-governmental organisations.

The University of Oxford also offers Masters and Doctoral qualifications in two separate tracks of Social Policy and Social Intervention. The first track focuses on Comparative Social Policy and the second on Evidence-based Social Intervention and Policy Evaluation.

Utrecht University also has undergraduate and Postgraduate qualifications in the multidisciplinary social sciences. They have a Master's qualification on Social Policy and Social Intervention.

All of these qualifications attract large numbers of learners from Africa and Asia. Some qualifications have a strong comparative focus with opportunities for learners from the North to conduct research in a developing country (e.g. Utrecht University has an exchange agreement with the institution and so far we have hosted eight Masters and one Doctoral learner).

There are however, fewer options for learners based in Africa to study social policy and social intervention from an interdisciplinary perspective at South African higher education institutions. Where qualifications are offered, they tend to lean towards a particular discipline, e.g., public health or social development.

Further, the modules offered in the United Kingdom (UK) and the Netherlands, while offering some comparative perspectives, do not specifically focus on the social policies and theories most relevant for developing country contexts, and to the South and Southern African realities in particular. By offering an interdisciplinary Masters in Social Policy and Development we will be able to develop a cohort of policy makers and practitioners well versed in the theories of social policy most relevant to the challenges of our country and region today; as well as a cohort of researchers and academics that are building this field, currently dominated by Northern partners.

ARTICULATION OPTIONS

The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

Horizontal Articulation:

Master of Arts: In Development Studies, Level 9.

Master of Philosophy: In Development Studies, Level 9.

Vertical Articulation:

Doctor of Administration: In Development Studies, Level 10.

Doctor of Commerce: In Development Studies, Level 10.

Doctor of Philosophy: In Rural Development, 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.	University of Johannesburg