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:

Master of Commerce: Higher Education: Community: Service Partnerships

SAQA QUAL ID	QUALIFICATION TITLE
14745	Master of Commerce: Higher Education: Community: Service Partnerships
ORIGINATOR
University of Natal
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 03 - Business, Commerce and Management Studies		Public Relations
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	160	Level 8 and above	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2013-06-30

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
81294	Master of Commerce: Higher Education: Community: Service Partnerships	Level 8 and above	NQF Level 09	160	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

To support and build the capacity of persons responsible for conceptualising, planning and implementing community higher education service partnerships in South Africa.

To develop a cadre of leaders with the necessary knowledge, practical experience, skills and attitudes to implement new policies across traditional community, institutional and service sector boundaries.

To create a "learning laboratory" which will generate new knowledge about leadership styles and practices and about community higher education service partnerships as a model for the reconstruction and development of civil society and higher education institutions.

To develop skills and attributes associated with ethical leadership.

To use the knowledge and information generated through the programme to impact national institutional policy development and to show how these policies might be implemented.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

An Honours level Bachelors Degree or equivalent, with work experience. Learners must be in employment.

Learners are required to provide documented evidence of prior experience, together with contact particulars of three referees who are able to attest to their academic potential.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Demonstrate the ability to think and act systematically as evidenced by the processes by which research and practice problems are defined and completed

By demonstrating self-reflective ability and ability to articulate personal learning arising from interaction with others, both individually as well as in group settings

Understand the theories of development and their application within a community, higher education, service context

Understand the macro (national) and micro (regional) development context in South Africa as applied to economic, social and higher education policies and practice and an ability to conduct an audit of community development initiatives within a higher education institution

Understand the ability to conduct a situation analysis with historically disadvantaged communities and to identify the development priorities of these communities from such an analysis

Have an understanding of the programmatic and organisational aspects of community-university partnerships and service-learning

Have an understanding of the process of scenario planning within the context of community-higher education-service partnerships and an ability to translate this understanding into an institution-wide strategic plan

Have an understanding of and ability to manage community-higher education partnerships

Have an understanding of the theory and practice of community empowerment and development and an ability to conceptualise, plan implement and manage community development initiatives

An understanding of the various elements of community-based academic/service sites and an ability to conceptualise, plan, implement and manage these sites

Have an understanding of the theory and practice of service-learning and the ability to conceptualise, plan, implement and manage service-learning programmes

Have an understanding of the theory and practice of curriculum development and the ability to translate service-learning programmes into curricula

Demonstrate the ability to appreciate the value of group processes, and work effectively in the group context, in the resolution of problems

Demonstrate the ability to work constructively and creatively with diversity

ASSOCIATED ASSESSMENT CRITERIA

Personal development and explicit statement of personal learning and development arising from the completion of the modules and associated assignments

Demonstration, through interpretation and application, of an understanding of module contents at a conceptual level

Demonstration of ability to appropriately use methodologies and concept in community-higher education-service partnership development, community empowerment and development, the development of community-based academic/service sites and the transformation of higher education institutions in terms of societal needs

Learners are further required to maintain learning logs and to submit a synthesising assignment intended to demonstrate a thorough conceptual grasp preparatory to exit (Advanced PG Diploma) or dissertation (Masters)

Integrated assessment:

The University of Natal is currently reforming its assessment strategies to include the assessment of applied competence for each qualification. In the meantime, a combination of continuous assessment and traditional written examinations serve to assess the integration of all/most of the learning outcomes for each module in a qualification.
Integrated assessment criteria and methods (designed to capture learner capability/applies competence at certain exit points)

ARTICULATION OPTIONS

Modules developed for this programme are available for incorporation into other programmes, generally.

Specific articulation possibilities exist in relation to the postgraduate programme in Organisational and Management Systems.

MODERATION OPTIONS

The ETQA system for HE is not yet fully developed. Until such time as it is, procedures described under Assessor Criteria will suffice. The process of assessment is by written coursework only. Individual modules and synthesising material are formally examined, internally and externally. Dissertations are similarly assessed and moderated.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Until the HEQC establishes a registration system for assessors in the HET Band, the University of Natal assumes that, on the basis of its rigorous selection criteria for the appointment of academic staff (who also have opportunities for staff development in assessment), staffs are competent to assess students on the modules they teach. This assessment is quality assured via a university system of internal moderation and external examination. External examiners are appointed for their teaching and disciplinary expertise and subject to the approval of Faculty Boards. The University of Natal ruling is that 66 % of all assessments at exit level, i.e. leading to a qualification, are externally examined.

REREGISTRATION HISTORY

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

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.

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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.

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