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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Master of Town and Regional Planning |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 118291 | Master of Town and Regional Planning | |||
| ORIGINATOR | ||||
| University of KwaZulu-Natal | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Master's Degree | Field 12 - Physical Planning and Construction | Physical Planning, Design and Management | ||
| 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 | 2012-07-14 | 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 Master of Town and Regional Planning aims to produce learners who have a good conceptual grasp of the field of town and regional planning and some specialist knowledge and skills, who are able to assess situations which require planning intervention and formulate appropriate responses, and provide leadership in the field of town and regional planning. The Master of Town and Regional Planning qualification has therefore been developed taking onto account the competencies as outlined by SACPLAN (2014) to cover the following competencies: Core competencies: Core competencies are the set of specific knowledge and skills that distinguish planning from other professions in the built, natural and developmental arena. They are concerned with the "what" and the "how" of planning (SACPLAN, 2014). The Masters qualification focusses on the following core competencies: Integrated Development Planning, Public policy, Institutional and Legal Frameworks, Environmental Planning and Management. Transportation Planning and Systems, Research. Functional competencies: These competencies are the skills needed and relate to the "how to do" of planning (SAC PLAN, 2014). The Master's qualification focuses on the following functional competencies: Plan Making, Plan Administration, Implementation and Land Use Management, Participation and Facilitation. Generic competencies: Generic competencies are the essential skills, attributes and behaviours which are considered important for all planners. They are: Critical thinking, interpersonal competencies, communication, leadership, professionalism and ethical behaviour and social responsibility (SACPLAN, 2014). These generic competencies are embedded in all the modules in the qualification. In particular, all modules emphasise the development of critical thinking skills and good oral and written communication skills. Professionalism and ethical behaviour receive dedicated attention in the module "Professional Practice" which includes a work-integrated experience. Rationale: According to SACPLAN (2014), the core of Town and Regional Planning is a concern with people and how they use space, for example, where and under what conditions people live, how people make their livelihoods, how people move between their homes and other destinations and how and under what conditions land is used. These concerns are manifested as spatial systems and networks. Planners are concerned with "initiating and managing change in the built and natural environment, across a spectrum of contexts, ranging from urban to rural; and delineated at different geographic scales (national, regional, sub-regional, city, town, village, neighbourhood), in order to further human development and environmental sustainability" (SACPLAN, 2014). In particular, they deal with "delimiting, regulating and managing land uses, the organisation of service infrastructure, utilities, facilities and housing for sustainable human settlement, and co-ordination and integration of social, cultural, economic and physical components of settlements through synthesis and integration of information, for preparation of strategic, policy, statutory and other development plans" (SACPLAN, 2014). Professional planners are therefore well placed to address the challenges of the enormous backlogs in infrastructure and services, to strengthen the economy, to ensuring meaningful community and stakeholder participation, to build the capacity of local government and other institutions, to integrate areas divided by apartheid, and to promote sustainability and sound environmental management. While the qualification seeks to address the need for highly educated and skilled professional planners, it also addresses the need for competent researchers in the field of Town and Regional Planning. The strong focus on research in this qualification will equip learners with research skills which will enable them to study at an advanced level for a doctorate and to seek an academic career, thus contributing to knowledge production and the education of the next generation of professional planners. Although the qualification prepares learners for research, it also builds the core technical knowledge for learners who will practice town planning in private practice. Moreover, completion of the qualification will allow the learners to register with the professional council of Planners (SACPLAN). Learners who studied planning find themselves in diverse areas of planning and some find themselves doing Geographic Information Systems (GIS) work as it is one of the skills they learn during training. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL offers an alternative access route into a qualification of learning, to those who do not meet the specified qualification entry requirements. Recognition of Prior Learning (RPL) is an important consideration for this qualification. The institution Recognition of Prior Learning Policy and rules and procedures will be considered when learners apply for RPL. The institution's policy states: "An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for the purpose of postgraduate studies or research, may be admitted as a learner of the University". Accordingly, RPL implementation in the qualification will be an enabling mechanism for either / or: The RPL assessment recognises knowledge, skills and professional competence achieved through alternative learning pathways such as informal, non-formal, work-based experience, as well as formal learning. A portfolio of evidence (POE) will form the basis of RPL evaluation. The RPL evaluation process is based on the matching of learning outcomes, obtained via alternative learning pathways, with the exit level outcomes of the qualification. The RPL portfolio of evidence (POE) evaluation will use criterion referenced rubrics to ensure consistency, fairness and rigour of RPL assessment. Entry Requirements: The minimum entry requirement for this qualification is: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 9 totalling 188 Credits.
Compulsory Modules, Level 9, 172 Credits: Elective Modules, Level 9, 16 Credits (Select one) |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate a critical understanding of the institutional and legal frameworks and legislation which govern planning processes and the planning profession in South Africa.
2. Critique policy and apply legal and policy standards when drafting plans and preparing proposals 3. Demonstrate advanced knowledge of research approaches and methods. 4. Conduct an independent research study on an issue relevant to Town and Regional Planning. 5. Demonstrate an advanced understanding of theories and approaches to Integrated Development planning and implementation, internationally and in South Africa. 6. Produce plans and planning reports that reflect integration of knowledge and practice 7. Demonstrate an advanced understanding of ecology, the environment, environmental issues and the relevance of these aspects for sustainable planning. 8. Understand the context in which professional planners operate and an ability to conduct oneself ethically and professionally. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Integrated Assessment: All modules, except the "Short dissertation: Planning" module, are assessed by means of continuous assessment (CA). Continuous assessment "involves the assessment of all the outcomes of a module by a variety of methods with timely and frequent feedback throughout the module. Continuous assessment collectively informs a final mark for that module, without a formal summative examination." A variety of assessment methods are used to enable learners to demonstrate the achievement of the learning outcomes. Essays and reports generally test understanding of concepts and principles, the ability to critically analyse theories and polices and ability to apply knowledge to specific situations. The module, "Advanced Research Methods" uses tests which aim to assess whether learners have grasped the concept underpinning research approaches and methods. Seminar presentations will enable learners to demonstrate their ability to use theory to solve planning problems, to justify their proposed planning solutions. Presentations also allow learners to develop and demonstrate their communication skills and their ability to present information, both orally and using a variety of graphic illustrations. Some presentations require team work which allows learners to demonstrate their ability to work as a member of a team. Drawing of plans and designs will be assessed to ensure that learners have developed these essential planning skills. The module, "Short Dissertation: Planning" is 100% summatively assessed. Knowledge and skills acquired in all other modules are applied in an integrated in the writing of the dissertation. A learner can choose an area within one of the modules and write their dissertation on it. In some cases, the dissertation can cover more than one module as the as the modules are integrated. |
| INTERNATIONAL COMPARABILITY |
| This qualification is comparable to the following international qualifications:
Country: United Kingdom Institution: Queen University of Belfast (QUB) Qualification Title: Master of Science in City Planning and Design Both qualifications are offered in one-year. The content of the qualification gives theoretical and practical coverage across a wide variety of topics including: green infrastructure; the inclusive city; urban technological developments; low carbon transition; critical heritage perspectives; cities and the e-economy; planning the urban-rural dialectic; demographic challenges; the future of urban housing, and health in future cities. The master's degree is a prerequisite in both institutions to articulate to the Doctor of Philosophy in Town and Regional Planning as is obtainable in UKZN and Doctor of Philosophy in City Planning and Design as is obtainable at QUB. It is also a major criterion for registrations with Professional Bodies of planners (Royal Town Planning Council in UK and SACPLAN in SA). The qualifications include both taught and research components. However, the major difference in the qualifications is the adopted nomenclature in both institutions. As it is referred to as Master of Town and Regional Planning in UKZN, but as Master of Science in City Planning and Design in QUB. Country: Netherlands Institution: University of Amsterdam Qualification Title: Master of Science Urban and Regional Planning The Master of Science Urban and Regional Planning is a one-year qualification offered full-time with 60 credits. Upon successful completion, learners receive a Master of Science (MSc) degree in Urban and Regional Planning. Both qualifications have taught and research modules. However, the major difference is the number of credit units. The new qualification has 190 credits, whereas the Master of Science Urban and Regional Planning offers 60 credits. Country: United Kingdom Institution: University of Birmingham Qualification Title: Master of Science Urban and Regional Planning Both qualifications are designed to develop learners as reflective practitioners in the planning profession and related disciplines in the built environment. The structure of Master of Science Urban and Regional Planning enables learners to combine the core modules in spatial planning with a specialist focus on fields such as urban regeneration, community-based planning, economic development, housing, and transport planning. Both qualifications are offered in one-year, which involve coursework and dissertation writing under the supervision of highly motivated scholars. The University of Birmingham sets an entry requirement as second class upper (2:1) Honour's degree or equivalent in a relevant discipline. However, the new qualification only emphasises a good grade in Honours degree or its equivalent. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| 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. |
| NONE |
| All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |