SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Philosophy in Violent Histories and Repair

SAQA QUAL ID	QUALIFICATION TITLE
123483	Master of Philosophy in Violent Histories and Repair
ORIGINATOR
Stellenbosch 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 07 - Human and Social Studies		People/Human-Centred Development
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
Registered		EXCO 0729/25	2025-02-04	2028-02-04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-02-04		2032-02-04

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 Master of Philosophy in Violent Histories and Repair is to introduce learners to key theoretical ideas in the field of violent histories and repair and to instil a critical postcolonial lens and the capacity to critique hegemonic knowledge, embracing local knowledge, voices, and perspectives. The qualification will develop learners' critical thinking that will challenge dominant European and North American frames of understanding the intergenerational repercussions of violent histories and the possibilities for individual and social transformation. The qualification will educate and train researchers to conduct advanced research to contribute to new knowledge in the field of violent histories and repair in post-conflict societies.

Upon completing this qualification, qualifying learners will be able to:

Develop an in-depth knowledge and understanding of key theories and concepts related to violent histories and repair, decolonial approach to violent histories and repair.

Assess and critique dominant European and North American frames of understanding

Apply testimony and case studies to advance theoretical understanding of violent histories and repair in post-conflict settings.

Synthesize the information presented throughout the programme (literature, theory, main arguments/critiques, presented case studies, reflexivity) in a way that logically pulls these different components together.

Evaluate current processes of knowledge production and choose an appropriate process of enquiry, in a way that supports the conceptualisation and development of the research thesis topic.

Work effectively in groups to demonstrate positional self-reflexivity and the quality of participation to address and facilitate discussions on -the afterlife of violence' and repair -healing'.

Conduct field work and engage community participation as evidence of understanding and using advanced qualitative research methodology.

Develop rationalities in terms of values of contributing to a culture of social engagement and repair.

Demonstrate a sound epistemological accent.

The qualification will develop learners holistically, personally and professionally to become experts in the field in line with the institution's four core graduate attributes. This qualification as it is embedded within the socially and politically engaged intellectual culture will create the conditions through which these learners can develop and excel.

Learners will be supported into becoming socially engaged, self-reflexive and ethical citizens and scholars who can use information from a variety of sources to think more broadly and challenge hegemonic knowledge as critical and creative thinkers who can take responsibility for their own learning and how they use knowledge. Additionally, the focus on engaged community participation and advanced qualitative research skills will ensure that these learners become lifelong learners.

The knowledge and skills developed will assist learners towards becoming change agents, and taking a more active role in society. As individuals with a deepened consciousness about the complexity of the field of historical trauma and the intersectional aspects of the legacies of its afterlife, the qualification will enable graduates to act as effective leaders and collaborators in diverse environments and respond to complex challenges encountered in a racially diverse environment and increase participation in society.

Learners will be faced with different forms of learning materials and contexts and the knowledge to facilitate discussions on the afterlife of violence' and repair (healing). These graduates will be able to use their knowledge and skills as innovative thinkers and problem solvers. Learners will thus emerge as individuals who understand the value of active listening and practice this skill in their encounters with others

The qualification is aimed at developing the enrolled learner as a human being. The knowledge gained will facilitate personal development, while the experiential learning offered will help learners to critically interrogate their positionality in the world and in relation to their research. The research component will expose learners to cultural and intellectual life through a variety of communities of practice and learning, i.e. Afterlife of Violence and the Reparative Quest (AVReQ) seminars, reading groups, guest lecturers and conferences. Thereby learners will be empowered to take responsibility for their own development and make informed and considered decisions. Additionally, this qualification will instil in the graduates the skills and knowledge to become individuals who are confident in themselves, compassionate toward others, committed to the values of social justice, know what this means for them, and incorporate such values into their work and social life.

Rationale:
The study of historical trauma and its transgenerational "afterlives" has become an interpretative paradigm for scholars interested in understanding the impact of historical catastrophes such as apartheid, colonialism, slavery and genocides in the lives of individuals and communities and how this past shape the future lives of subsequent generations in societies. The curriculum adopts a more compelling claim on humanities teaching and research than the legacies of historical trauma. The qualification has an interdisciplinary focus drawing from the Humanities and the Arts is more essential than ever, to help us understand the challenges facing societies affected by violent histories, to advance scholarship and to contribute to new knowledge production that will inform public opinion and guide us to solutions.

The qualification will attract a group of diverse learners from a variety of disciplines from the national and international spheres. The qualification is also suitable for learners who have a background in qualitative research methods, either in the form of a mini-thesis or evidence of theoretical/methodological work in the field of qualitative research. Prospective learners should have an interest in social justice work and have evidence of practical community work/engagement or work in the field of social justice and/or race reparations.

Specialised, disciplinary knowledge has limited capacity to explain and solve complex problems. Complex times call for collaboration across different sets of boundaries: between and across disciplines, across institutional and national borders, and between universities and other sites of knowledge generation.

The qualification will respond to this call on multiple levels of engagement. The qualification follows AVReQ's interdisciplinary and intersectional approach with sensitivity to transgenerational legacies of historical trauma, its gender and race dynamics and an emphasis on the reparative potential of the arts. This qualification covers a particular niche moving away from individualised psychological perspectives on trauma and -healing' and adopting a decolonised lens foregrounding local narratives, understandings and values.

The qualification covers the scope of research on the transgenerational repercussions of violent histories such as genocide, slavery, colonial-era violence and oppression and explores how memory of this historical past plays out in social context, and the contribution of trauma narrative and testimony in the growing and now contested field of forgiveness and reconciliation dialogue as strategies to repair the past and its haunting legacies.

The qualification provides learners with a unique opportunity to an embodied experiential learning in which the afterlife of apartheid and colonialism is particularly visible not only in the physical structures of the buildings but also reverberates in the institutional culture in ways that have become visible in controversies about research and other cultures. Through the public dialogue programmes, AVReQ has already been engaged in initiatives that gesture toward a reparative quest, which is aligned with the institution's goal of transformation. AVReQ staff and postgraduate learners' socially responsive research on, for example, experiences of being black and coloured and residence experiences by black and coloured LGBTI learners are activities that contribute to the pursuit of transformation as well as to public debates about social change in post-apartheid South Africa. AVReQ's flagship project, the research project examines through interviews the intergenerational repercussions of historical trauma and traumatic memory in the context of post-apartheid South Africa in Langa, Bonteheuwel, and Worcester. The qualification seeks to stimulate debate within academia that has some impact on the public and influences audiences at the broader level of civil society.

The qualification will address the issues at the forefront of contemporary debates about historical trauma, its expression in memory and other symbolic forms of expression such as violence. This qualification will engage with these issues at a pivotal moment in South Africa where questions about the past and how to interrupt the cycles of its repetition and bring about social change have come to dominate public debate. The qualification will tackle seriously and offer African-centred avenues for healing which further strengthens AVReQ to support decolonising, transformative learning.

The embodied AVReQ research woven into the qualification including the extensive use of case studies and the experiential teaching and learning approach will provide learners with a unique learning environment to achieve tangible skills and knowledge for effective leadership for social change. The qualification will develop learners' critical skills and theoretical knowledge while training them to conduct strongly grounded qualitative research in the field of violent histories and social repair.

Additionally, the qualification will provide vertical articulation opportunities for the learners to pursue future studies in this field. However, with the knowledge and skills attained during their Masters studies, they will also be equipped to pursue opportunities for doctoral study offered nationally and internationally. The killing of George Floyd has sparked a proliferation of graduate qualifications in European and North American colleges and universities on racial injustice and how to deal with long-festering wounds of inequality. This qualification is aligned with this global trend in higher education allowing for a unique decolonialised perspective that considers the cultures and contexts of the global South.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL is applicable to learners who completed an NQF level 8 qualification without the completion of a research methodology or research component, experience working in a relevant field for five or more years is required.

The submitted application for RPL must be sent for inclusion in the Faculty Committee agenda and final approval. Applicants will be provided with continuous feedback and administrative support from AVReQ. Learners will also be provided with guidelines regarding the RPL assessment and process, and guidelines regarding the appeal process. (RPL will follow the Faculty of Arts and Social Sciences Procedure for the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT).

RPL applicants will be assessed on a case-by-case basis. The prospective applicant contacts the Department or Programme Committee and requests to be subjected to the RPL process. The RPL facilitator contacts the applicant for a pre-evaluation to ascertain the purpose and possible success of the application. The RPL process is divided into three phases: Pre-assessment; evaluation of the applicant's request; and administrative processing and support of the applicant

RPL for access

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for credits:
Credit transfer may only be granted on a per-module basis, i.e. a complete module of an academic programme is the smallest learning unit for which credits may be transferred.

RPL for exemption of modules:

Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Arts Honours in Psychology, NQF Level 8.
Or

Bachelor of Arts Honours in Sociology, NQF Level 8.
Or

Bachelor of Arts Honours in Social Anthropology, NQF Level 8.
Or

Bachelor of Arts Honours in History, NQF Level 8.
Or

Bachelor of Arts Honours in Visual Studies, NQF Level 8.
Or

Bachelor of Arts Honours in Peace Studies, NQF Level 8.
Or

Bachelor of Arts Honours in Political Science, NQF Level 8.
Or

Postgraduate Diploma in Peace Studies, NQF Level 8.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 180 credits.

Compulsory Modules, Level 9, 180 Credits:

Afterlife of Violent Histories, 15 Credits.

Research Methodology and Ethics for Violent Histories, 15 Credits.

Contextual perspectives on trauma testimonies, 15 Credits.

Historical Trauma and Redress, 15 Credits.

Thesis: Violent Histories and Repair, 120 Credits.

ASSOCIATED ASSESSMENT CRITERIA

Exit Level Outcomes
1. Critically engage with and evaluate existing theories of violent histories, intergenerational trauma, and repair (healing) in post-conflict settings.
2. Assess and critique the main arguments in a variety of sources (texts, audio, or video format, performing or other forms of art) on violent histories, intergenerational trauma, and repair (healing) in post-conflict settings
3. Critically evaluate current processes of knowledge production and choose an appropriate process of enquiry in a way that supports the conceptualisation and development of the research thesis topic.
4. Critically interpret and critique current research and practice related to the concepts of historical trauma' and the -afterlife of violence' to identify how these concepts could influence the aftermath of events.
5. Synthesize the information from a variety of sources (literature, theory, main arguments/critiques, presented case studies) in a way that integrates different components logically.
6. Engage in positional self-reflection and quality participation in group discussions to facilitate discussions on -the afterlife of violence' and repair (healing).
7. Produce research on a topic related to Violent Histories and Repair that is evidence of social engagement and ethical scholarship.
8. Take a self-reflexive approach as a citizen and scholar.

Associated Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:

Evaluate existing theories of violent histories, intergenerational trauma, and repair (healing) in post-conflict settings to construct an argument for written essay assignments.

Construct logically structured essays which apply existing theories and concepts and foreground a strongly grounded and supported conclusion.

Use relevant literature and established theories to provide structured and supported arguments to accurately compare and assess the dynamics of transgenerational trauma, taking into consideration the context and location of the occurrence as well as the perspectives of different victims, perpetrators, and implicated subjects.

Critically engage sources to evaluate the texts and how they address core themes in Violent Histories and Repair.

Associated Assessment Criteria for Exit Level Outcome 2:

Assess and critique the main arguments in a variety of sources on violent histories, intergenerational trauma, and repair (-healing') in post-conflict settings.

Synthesise information and arguments to produce coherent and logically argued reading reports and essays.

Succinctly identify and describe the main argument/key points in prescribed readings.

Critically engage with prescribed readings to evaluate the texts and how they address core themes in the module.

Provide written responses that demonstrate self-reflexivity and positional awareness.

Use relevant literature and established theories to provide structured and supported arguments to accurately assess the dynamics of -repairing the irreparable', taking into consideration the context and location of the repair as well as the perspectives of different victims, perpetrators, former combatants, and implicated others.

Use relevant theories, conceptual clarifications, and reflections on case studies to evaluate the reparative potential of apology, forgiveness, reparations, restitution, and justice.

Associated Assessment Criteria for Exit Level Outcome 3:

Appraise the value of prescribed and recommended texts and other sources.

Correctly apply value appraisal to conceptualise a social problem and develop a problem statement and research rationale.

Prepare written submissions that are clearly and logically structured and apply relevant theories and concepts to provide a logical line of reasoning to answer a question or come to a logical and supported conclusion.

Prepare written submissions that are grammatically correct, using consistent formatting and avoiding unnecessary typing errors.

Support all written arguments with relevant literature, using a relevant referencing system and applying sound academic writing practices to avoid plagiarism.

Associated Assessment Criteria for Exit Level Outcome 4:

Construct well-argued critiques of the literature and practice drawing on a decolonial lens and possible resolutions relevant to the Post-Apartheid South African context.

Synthesise evidence in an analytical way to formulate clear conclusions.

Prepare written submissions that are grammatically correct, using consistent formatting and avoiding unnecessary typing errors.

Associated Assessment Criteria for Exit Level Outcome 5:

Construct well-structured coherent written pieces integrating the theories, current arguments, and critiques in violent histories to produce a unique and well-supported argument.

Prepare written submissions that are grammatically correct, using consistent formatting and avoiding unnecessary typing errors.

Communicate effectively and work collaboratively with a group to integrate the case study information accurately with established theory.

Engage positively with others in a group setting to determine how established theories could be used to interpret and evaluate the context provided in the case study.

Associated Assessment Criteria for Exit Level Outcome 6:

Engage positively with others in a group setting to determine how established theories could be used to interpret and evaluate the context provided in the case studies.

Critically incorporate a range of literature related to self-reflexivity and the afterlife of violence as well as reflections on-site visits and exposure to case studies to comprehensively evaluate the intersectional (racial, gendered) dimensions of the -afterlife of violence in modern SA.

Associated Assessment Criteria for Exit Level Outcome 7:

Prepare a well-articulated research proposal on a topic in historical violence.

Successfully draft an application for ethical clearance.

Critically and ethically apply testimony and case studies to advance theoretical understanding of violent histories and repair in post-conflict settings.

Choose an appropriate process of enquiry that supports the conceptualisation and development of the research thesis topic.

Conduct field work and engage community participation as evidence of understanding the trauma experienced by others.

Use advanced qualitative research methodology.

Draft a research thesis that adequately addresses the identified research problem.

Support the argument through adequate academic literacy and supported by evidence gathered through research.

Prepare written submissions that are grammatically correct, using consistent formatting and avoiding unnecessary typing errors.

Associated Assessment Criteria for Exit Level Outcome 8:

Show a value system in terms of their beliefs, ideas, and attitudes that align well with their engagement with others, self-expression, self-reflection, and commitment to their work.

Display professional commitment to ethical practice, reflexive capacity on the engagement with their social world and engagement with their internal world/self.

Demonstrate commitment to the values of social justice-orientated approaches (and perspective of what that means to them, as individuals.

Engage in a process of bringing different values together, internalising values, resolving conflict among values.

Accept professional ethical standards of practice - personally and in the context of research.

Demonstrate self-reliance, professional commitment to ethical practice, social and emotional adjustment.

INTERNATIONAL COMPARABILITY

Country: Sweden
Institution: Uppsala University
Qualification Title: Master of Arts in Holocaust and Genocide Studies
Credits: 120 credits
Duration: Two years full-time.
Entry requirements

A bachelor's degree, equivalent to a Swedish Kandidatexamen, from an internationally recognised university within the humanities or social sciences.

Purpose/Rationale:
The history and memory of the Holocaust are central to this field of study, but also includes studies on other episodes of genocide, genocidal violence and other forms of mass violence and their historical, political and cultural contexts. The aim of the qualification is to provide learners with the empirical and theoretical knowledge, as well as the methodological skills necessary to independently and critically understand and analyse the history of the Holocaust and its historiography, as well as the background and character of genocide and other forms of mass violence and its effects on individuals and society.

The qualification has a distinctively interdisciplinary character and involves studying mass violence and its effects in different historical, cultural and social contexts based on theories from political science, sociology, psychology and social psychology.

The learning outcomes include learners being able to:

Independently and critically identify and analyse problems that are of central importance to the field of Holocaust and Genocide Studies.

Actively monitor and make use of research in this area.

Apply the theories underlying the research on the background, nature and consequences of genocide and massive violence.

Use the methodological skills that form the basis for the study of mass violence in a comparative perspective.

Independently identify and demarcate theoretically relevant research topic.

Write a master's thesis based on established theories and methods, which provides new knowledge to the field.

Independently appraise and critique the work of others.

Actively participate in discussions with well-grounded contributions.

Make summaries of current research, as well as of his or her own work.

Monitor developments in the field of research from an interdisciplinary approach.

Identify relevant issues in specific areas of conflict and apply knowledge about the effects of massive violence on individuals and society.

Qualification structure:
The qualification comprises seven compulsory theoretical modules and three electives. Additionally, learners are required to complete a thesis culminating in 45 credits.

Compulsory Modules:

Theoretical Approaches to Genocide and Mass Violence comparable to Contextual perspectives on trauma testimonies

Genocide and Mass Violence I

Genocide and Mass Violence II

The Holocaust in European History and Historiography

The Social and Psychological Dynamics of Violence

Transitional Justice: Retribution, Coexistence, Reconciliation

Method in Comparative Genocide Studies

Master's Thesis in Holocaust and Genocide Studies comparable to Thesis: Violent Histories and Repair and Research Methodology and Ethics for Violent Histories

Elective Modules:

Teaching about the Holocaust and Other Genocides

History and Memory in Comparative Genocide Studies comparable to Historical Trauma and Redress

Internship for masters in Holocaust and Genocide Studies

Similarities:

The Uppsala University and the South African (SA) qualifications are offered over two years of full-time study.

Both qualifications are interdisciplinary in approach and share similar learning outcomes

The skills and knowledge acquired from the Uppsala University and SA qualification will provide the basis for graduate studies in the humanities and social sciences (e.g. history, peace and conflict research, sociology, or cultural anthropology), as well as for the professional work in government, education/adult education, museums, journalism, or international organisations.

Both qualifications culminate into the Master's Thesis and progress to the doctoral studies in a cognate field.

Differences:

The Uppsala University qualification has 120 credits whereas the SA qualification has 180 credits.

The SA qualification accepts candidates who completed an Honour's degree in the related field while the Uppsala University qualification requires applicants who completed a bachelor's degree in the field.

The Uppsala University qualification highlights the mainstream (European and North American) focus on the Holocaust and has a strong emphasis on empirical and theoretical analysis and only one module devoted to responses to mass violence while the SA qualification has a strong, decolonising focus on South Africa and gives much more attention to the dynamics of repair. The interdisciplinary focus also has a stronger trauma and memory studies emphasis, as well as more attention being given to the arts.

Country: Netherlands
Institution: University of Amsterdam
Qualification Title: Master of Arts in Holocaust and Genocide Studies (History)
Credits: 60 ECTS
Duration: 12 months Full-time
Entry Requirements:

Bachelor's degree from an accredited research university in History, European studies with a major in European History (UvA), Humanities, Liberal Arts or Social Sciences, with a minimum of 30 ECTS

Purpose:
Genocide and mass atrocities are often presented in a way that makes violence seem inexplicable, thus inexorable. The Master's in Holocaust and Genocide Studies offers an interdisciplinary and comparative one-year programme based on a flexible interpretation of the notion of genocide. Learners will discuss both the ideology behind a genocide (or mass atrocity) and the context of war or martial law. Attention will also be devoted to research into how later generations have interpreted different genocidal processes.

The qualification seeks to demystify genocide by taking an interdisciplinary, scholarly approach to understanding genocide and mass atrocities. The focus is on the 20th century, encompassing the Holocaust, the Rwandan Genocide, the Armenian Genocide, Cambodia and other contemporary cases, and includes engagement with causes as well as representations in the arts and transitional justice following mass atrocities.

Qualification structure:
The qualification consists of the following compulsory and elective modules.

Compulsory Modules:

Topics in Holocaust Studies comparable to Historical Trauma and Redress

Topics in Transitional Justice comparable to Contextual perspectives on trauma testimonies

Free-choice electives

Masterscriptie Geschiedenis: Master's thesis comparable to Thesis: Violent Histories and Repair

Internships.

Elective Modules:

Mass Violence in the Middle East

Mass Violence in Africa

Similarities:

The University of Amsterdam (UA) and the South African (SA) qualifications are completed over one year of full-time study.

Both qualifications will equip learners with advanced research and writing skills leading to a research-oriented career or doctoral study.

Both qualifications culminate in master's thesis

Differences:

The UA qualification has 60 ECTS whereas the SA qualification has 180 credits.

The SA qualification requires applicants who completed the Honour's Degree in the related field while the UA qualification accepts applicants who completed the bachelor's degree in the field .

Country: Australia
Institution: University of Queensland
Qualification Title: Master of Peace and Conflict Studies
NQF Level: AQF Level 9
Credits: 32 units
Duration: 2 Years Full-time
Entry Requirements:

Bachelor's degree (or equivalent) in any discipline
Or

Have successfully completed 3 years of study towards an approved qualification at an overseas partner institution that has a formal pathway to the Master of Peace and Conflict Studies

Purpose:
The qualification is delivered by world-renowned academics and researchers with expertise in areas such as Indigenous politics, gender, ethics, justice, development, security and the environment. Learners will draw on their research experience in conflict settings to help develop an understanding of varied expressions of conflict and resistance, and ways to move from conflict to peace.

Qualification structure:

Writing Politics.

Foundations in Politics, Policy and International Relations.

Security and Development.

Peacebuilding.

Similarities:

The University of Queensland (UQ) and the South African (SA) qualifications are offered over two years of full-time study.

The UQ and SA qualifications are registered at AQF/SA NQF Level 9.

Both qualifications will develop specialist knowledge about the forces that generate contemporary conflict and the processes and practices that contribute to conflict, resolution and peacebuilding.

Differences:

The UQ qualification has 32 units whereas the SA qualification has 180 credits.

The SA qualification requires applicants who complete the honour's degree in a related field while the UQ qualification accepts applicants who complete the bachelor's degree in a related field.

The UQ qualification will focus on developing a critical understanding of the forces that generate contemporary conflict and the processes and practices that contribute to conflict, resolution, and peacebuilding whereas the focus of SA qualification is on historical trauma and psychosocial repair.

ARTICULATION OPTIONS

Horizontal Articulation:

Master of Arts in Conflict Transformation and Peace Studies, NQF Level 9.

Master of Arts in History, NQF Level 9.

Master of Arts in Political Science, NQF Level 9.

Master of Arts in Psychology, NQF Level 9.

Master of Arts in Public Sociology and Anthropology, NQF Level 9.

Master of Arts in Sociology, NQF Level 9.

Master of Social Anthropology, NQF Level 9.

Master of Science in Psychology, NQF Level 9.

Master of Social Sciences in Psychology, NQF Level 9.

Master of Social Science in Sociology, NQF Level 9.

Vertical Articulation:

Doctor of Philosophy in Anthropology, NQF Level 10.

Doctor of Philosophy in Conflict Transformation, NQF Level 10.

Doctor of Philosophy in History, NQF Level 10.

Doctor of Philosophy in Psychology, NQF Level 10.

Doctor of Philosophy in Sociology, NQF Level 10.

Doctor of Psychology, NQF Level 10.

Doctor of Sociology, NQF Level 10.

Diagonal Articulation
There is no diagonal articulation for this qualification.

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.	Stellenbosch University