SAQA

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 THAT HAS PASSED THE END DATE:

Postgraduate Diploma: Rock Art Studies

SAQA QUAL ID	QUALIFICATION TITLE
12087	Postgraduate Diploma: Rock Art Studies
ORIGINATOR
University of Witwatersrand
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 07 - Human and Social Studies		Traditions, History and Legacies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 8 and above	Level TBA:Pre-2009 was L8+	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 0695/12	2012-07-01	2014-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2015-12-31		2018-12-31

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
96530	Postgraduate Diploma in Arts in Rock Art Studies	Not Applicable	NQF Level 08	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the qualification is to produce a diplomate who is capable of

sophisticated and resourceful thinking

complex problem solving and application skills

demonstrating an advanced critical awareness in Rock Art studies

knowledge building, leadership and decision making in professional contexts.

The purpose of the qualification is also to enhance the career of the diplomate by preparing him/her to use specialist knowledge in the discipline, profession or field of enquiry related to Rock Art.

Further, the purpose of the qualification is to produce leaders who contribute to the economy of South Africa.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Formally Accredited Learning and Other Qualities:
Typically, the applicant should have a Bachelor of Arts with Honours degree in Archaeology or a cognate discipline, which needs normally to have been achieved with a certain minimum percentage, or an equivalent University-approved qualification in a relevant discipline - consult the admissions information of the University for the year of study for which application is being made.

Recognition of Prior Learning:

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The qualifying learner is able to

1.1 Use full range of terminology and key concepts in the discipline in South African and international literature
1.2 Use specialist primary and secondary research resources, materials, methodologies
1.3 Show extensive in-depth meta-cognitive understanding of own position in relation to debates within a text.

2.1 Demonstrate a sophisticated understanding of academic conventions
2.2 Show understanding of current debates and research findings.

3. Apply knowledge of critical and analytic approaches to subject matter of discipline.

4.1 Apply knowledge of research methods and their application
4.2 Demonstrate an in-depth understanding of relevant literature.

5.1 Apply knowledge of the importance of individual responsibility in generating ideas and executing a research study
5.2 Possess advanced knowledge needed for self-directed, independent learning.

6.1 Show understanding of group dynamics and processes and roles and when to use them for desired outcome
6.2 Demonstrate an awareness of diversity in own and other contexts.

7.1 Have an in-depth knowledge of the world eco-systemically
7.2 Understand the relationship between your own discipline and others.

8. Understand and use the concepts, methods, theories, skills and analytical processes which are accepted and/or contested in the discipline.

Critical Cross-field Outcomes:

a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 3 & 4.

b) "Working with others as a member of a team, group, organisation, community" - see ELO 6.

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 5.

d) "Collecting, analysing, organising and critically evaluating information" - see ELO 1.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 2 & 4.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 1, 2, 4 & 7.

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO 7.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

(i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO 5.

(ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 7; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.

(iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO 6.

(iv) "Exploring education and career opportunities" - see ELO 5.

(v) "Developing entrepreneurial opportunities" - see ELO 7 & 8.

ASSOCIATED ASSESSMENT CRITERIA

The qualifying learner is able to:

1.1 Use sophisticated selection and search strategies for appropriate databases and information resources
1.2 Process and critically evaluate different kinds of texts and data across a wide range
1.3 Articulate own position within debates.

2.1 Use appropriate written conventions and representational technologies to sustain clear coherent argument
2.2 Present effectively in oral form, ideas, theories, discipline-specific information.

3.1 Critically evaluate theoretical models
3.2 Apply subject matter to real life situations.

4.1 Assess significance of findings in published research
4.2 Write scholarly papers.

5.1 Be a purposeful, self-directed resourceful scholar
5.2 Demonstrate a capacity to balance and manage a range of academic and life commitments.

6.1 Solve problems effectively and demonstrate leadership, independence and purposefulness when appropriate
6.2 Work constructively with diversity within a dynamic situation.

7. Evaluate research and practice within an ecosystemic paradigm.

8.1 Apply concepts, methods, theories and analytic al processes to new information and situations
8.2 Apply disciplinary knowledge to self-motivated enquiry
8.3 Understand the connections and conflicts between writers in the field.

Integrated Assessment:

Integrated assessment of these criteria will be achieved by a variety of strategies, including written examinations, individual projects and assignments and seminar presentations.

ASSOCIATED VALUES:
The qualifying learner is aware of the importance of the need to:

1. Commit him/herself to evaluate published research.

2. Respect and acknowledge the ownership of intellectual property.

3.1 Commit him/herself to responsible decision-making
3.2 Be sensitive to different ways of constructing knowledge and the ethical application of knowledge.

4. Show commitment to ethical research and responsible.

5. Pursue excellence, accountability and resourcefulness.

6. Commit him/herself to collaborative processes.

7.1 Recognise and deal sensitively with the multiple perspectives of people
7.2 Value adaptability and change.

8.1 Adhere to the ethical standards of the discipline
8.2 Be sensitive to the ethical implications of their own practices.

ARTICULATION OPTIONS

This section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

Entry to the qualification:
The applicant should have a Bachelor of Arts with Honours degree in Archaeology or a cognate discipline, which needs normally to have been achieved with a certain minimum percentage, or an equivalent University-approved qualification in a relevant discipline.

Articulation during the qualification:
Learners may upgrade to the Master of Arts in Rock Art degree (by coursework and research report) provided that they achieve a certain minimum percentage on the PGDA (Rock Art) coursework. They then need only complete the research report component of the Masters degree.

On completion of the qualification:
A qualifying learner may proceed to the MA (by dissertation) provided they achieve a certain minimum percentage for the PGDA.

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012.

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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 Witwatersrand