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: 

Master of Urban Design 
SAQA QUAL ID QUALIFICATION TITLE
13906  Master of Urban Design 
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
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  Level 8 and above  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The qualification provides the professionally qualified learner to develop specialized skills, knowledge and values in a professional field, or to study further at a Doctoral level. It adds value to the learner through enhanced career opportunities and through increased status within the built environment and academic professions, and the recognition in the wider community.

Society is benefited through the production of professionals with considerable specialized expertise and leadership skills and who are able to explore alternative urban, spatially related futures in response to changing cultural, technological and economic forces. The learner will contribute to the development of a sustainable built environment which responds to the needs and values of the community, within an understanding of international frameworks. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The programme requires that learners have a Bachelor of Architecture of the University or a degree in a related discipline, or equivalent University-approved qualification. It assumes that learners are able to communicate through written, oral and visual media at an advanced level, using a range of techniques including computer technology. In addition, they are expected to have a grounding in fields of knowledge appropriate to the discipline of architecture, demonstrating critical, analytical thinking to appreciate, research, interpret, refine and modify existing knowledge. Learners should have advanced problem-solving competencies and to demonstrate self-directed, independent thought using a range of learning strategies. The learner is expected to be aware of ethical issues and wider systems in relation to peers and wider society, and to be able to operate in a variety of social and academic contexts.

Formally Accredited Learning
The typical applicant has a professional Bachelor's degree of the University a discipline related to architecture, or other University-approved qualification - consult the application information 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? 
Y 

EXIT LEVEL OUTCOMES 
EXIT LEVEL OUTCOMES (ELO)

1 The qualifying learner is competent to frame, evaluate and address questions creatively and responsibly within the ambit of specialization, and with regard to society as a whole.

2 The qualifying learner is required to operate effectively both as a responsible member of a team and as a team leader. He/she is required to work collaboratively with communities and other groups, and is required to operate effectively and sensitively in such contexts.

3 The qualifying learner has a high level of self-management and self-motivation with a critical awareness of personal values is required in this programme.

4 The qualifying learner is required to have extensive skills and knowledge in the area of data collection, analysis, organization and evaluation. He/she demonstrates critical, analytical thinking to interpret, extend and modify existing bodies of knowledge. He/she is able to evaluate different methods of data manipulation within a range of scenarios, and understands the social and academic consequences of choice of method.

5 The qualifying learner is expected to have extensive communication skills in written, oral, graphic and IT media. He/she is required to extend these skills to establish authority in the field and area of specialization.

6 The qualifying leaner is required to build on his/her existing knowledge of technology to meet the demands of the area of specialization, and to be able to make responsible choices in relation to wider local and global environmental concerns.

7 The qualifying leaner is required to locate all of his/her decision making and proposals within the wider social, legal, economic, intellectual and environmental contexts.

8 The qualifying learner is exposed to a range of sophisticated learning strategies, and is expected to make informed decisions on those employed.

9 The qualifying learner is required to act responsibly as a professional, with full regard to the needs and aspirations of the society within which he/she operates.

10 The qualifying learner has considerable cultural and aesthetic awareness, and is required to enhance and apply this within the area of specialization.

11 The qualifying learner is exposed to career opportunities both within an entrepreneurial and academic context.

12 The qualifying learner exhibits the capacity for critical, independent thought.

CRITICAL CROSS-FIELD OUTCOMES (CCFO)

a) Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made. -See ELO 1.

b) Working with others as a member of a team, group, organisation, community. -See ELO 2.

c) Organising and managing oneself and one's activities responsibly and effectively. - See ELO 3.

d) Collecting, analysing, organising and critically evaluating information. -See ELO 4.

e) Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. ELO 5.

f) Using science and technology effectively and critically, showing responsibility towards the environment and health of others. - ELO 6.

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

h) Contributing to the full personal 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 8.
ii. Participating as responsible citizens in the life of local, national and global communities, -See ELO 9; 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; ELO 10.
iv. Exploring education and career opportunities. -See ELO 11.
v. Developing entrepreneurial opportunities. -See ELO 12. 

ASSOCIATED ASSESSMENT CRITERIA 
1 The qualifying learner is able to
  • frame a question and construct an argument in the field of specialization
  • explain, apply, compare and contrast information
  • use and reorganize information

    2 The qualifying learner is able to work in and lead a group in a range of situations, showing leadership qualities.

    3 In addressing the requirements of the programme, the qualifying learner shows time management, self-motivation, prioritisation and initiative at an advanced level

    4 The qualifying learner is able to
  • access different sources of information
  • select and organize data related to a specific discipline
  • frame a research question and select an appropriate method for research
  • act ethically in research situations

    5 The qualifying learner demonstrates the ability to
  • convey information and interact in a range of situations using appropriate verbal and non-verbal media
  • write coherently and construct an argument following academic conventions.

    6 The qualifying learner demonstrates the ability to
  • evaluate, apply and develop existing and new technological approaches to the solution of problems in a wide range of contexts,
  • locate technological issues within the field of specialization to wider economic
    and social issues
    The learner has
  • a wide knowledge of the diverse use of technology related to the specialization
  • technological competence and understanding
    The learner can respond sensitively to the choice of technology in varied cultural settings.

    7 The qualifying learner demonstrates knowledge of the legal frameworks pertaining to the area of specialization, and is able to relate them to wider legal and ethical contexts.
    The learner is able to solve problems in a wide range of economic and social contexts, and is able to contribute significantly to the development of society through mastery of the specialization.

    8 The qualifying learner demonstrates the ability to operate effectively in a professional and academic environment. The learner demonstrates mastery of a range of learning and studying approaches and a wide range of strategies in the pursuit of his/her studies.

    9 The qualifying learner demonstrates the ability to
  • work in professional teams
  • work across disciplinary boundaries
    The learner demonstrates an understanding of
  • professional issues and the meaning of professional competence
  • the legal frameworks and their application in different contexts.

    10 The qualifying learner demonstrates cultural and aesthetic awareness and sensitivity

    11 The qualifying learner demonstrates awareness of career opportunities open to him/her in both an academic and entrepreneurial context.

    12 The qualifying learner demonstrates the ability to think, respond and make decisions critically and analytically.

    Integrated Assessment

    Assessment of coursework takes the form of a combination of seminars, peer evaluation, projects and formal examinations. The discourse is assessed on the basis of a single summative submission, which may be supplemented by interim internal assessment by tutors, and by a final oral at the discretion of the assessors. 
    		•

    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.

    Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

    Entry to the qualification
    A professional Bachelor's degree of the University a discipline related to architecture, or other University-approved qualification.

    Articulation during the qualification
    No formal articulation.

    On completion of the qualification
    The qualification provides the basis for further academic and/or professional study in architecture and related disciplines. It qualifies the graduate to apply for admission to the degree Doctor of Philosophy of the University. 

    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; 2015. 

    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 Witwatersrand 


    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.