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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Master of Arts: Social Impact Assessment 
SAQA QUAL ID QUALIFICATION TITLE
15278  Master of Arts: Social Impact Assessment 
ORIGINATOR
Rand Afrikaans University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 07 - Human and Social Studies  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  256  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
73962  Master of Arts in Social Impact Assessment  Level 8 and above  NQF Level 09  180  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of this qualification is to provide qualifying learners with the ability to understand the notion of social change through experience and the ability to apply that knowledge to social contexts. They will be exposed to the analysis and interpretation of sociological variables. The successful learner will have the necessary skills and competencies to initiate, plan and manage community participation and institutional development processes as part of the social impact assessment. In addition, a qualifying learner will be able to anticipate likely areas of social impact, to utilize the information in the planning process and to plan appropriate mitigation. He/she will be able to plan, design, and execute research, using appropriate methodology, and report on research findings. He/she will be able to understand, interpret, and analyse research data and critically evaluate research designs employed in social science research. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
To enrol for this qualification, potential learners need to demonstrate the following competencies:

u The ability to write academic texts;
u The ability to write a research proposal report;
u The ability to orally present and defend an argument that is supported by evidence;
u The ability to engage with and critique the ideas of their peers in a constructive manner;
u The ability to design, plan, and execute a meso-level research task based on a theoretical framework in a group context on an immediate level, to reflect on their own research and report on research findings;
u The ability to research, access, organize and interpret information on an intermediate level, to reflect on their own research and to report on research findings;
u The ability to search for, access, organise and interpret information *on an intermediate level.
u The ability to use various information and communication technologies in an academic environment;
u The ability to discuss the theory and methodology of the social sciences and to contribute to current debates in the social sciences on an intermediate level;
u The ability to critically and creatively describe and apply different theoretical models and constructs to specific social problems in authentic South African contexts on an intermediate level.

Potential learners should be in possession of an Honours degree in Sociology, Anthropology, Development Studies, Political Studies, Public Administration, Social Work, Psychology, Economics, or Geography and Environmental Science on NQF level 7, with a minimum of 120 credits. Potential learners who are not in possession of such a qualification, but who are in possession of a qualification that could be regarded as equivalent to such a qualification, must apply to the Accreditation Committee of the Faculty of Arts for accreditation.

Recognition of prior learning

Potential learners who do not meet the formal entry requirements need to provide proof of an equivalent qualification or need to apply in writing to the Departmental Chairperson of the Department of Sociology or the Department of Development Studies for recognition of prior learning.

Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply in writing to the Departmental Chairperson of the Department of Sociology of the Department of Development Studies, clearly stating the title(s) of the module or modules they want to be credited for as well as the basis on which they believe the accreditation should be granted.

The principles of RPL are subscribed to and will be implemented in a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this should not be to the detriment of the potential student and that his/her chances of success are reasonable.

The Committee will assess learners' competencies in order to determine whether they are eligible for a) access to, b) advanced placement in, or c) recognition of status for this qualification. 

RECOGNISE PREVIOUS LEARNING? 
Y 

EXIT LEVEL OUTCOMES 
The learner should be able to:

1. Critically and creatively describe and apply different theoretical models and constructs in Social Impact Assessment to specific social problems in authentic Southern African contexts at an advanced level; and be able to reflect on their own problem-solving process;

2. Work in an interdisciplinary team and reflect on their own participation in groups;

3. Accept responsibility for their own learning in terms of time management and quality of the work at an advanced level; and to work independently;

4. Design, plan, and execute a research task based on a theoretical framework within an authentic context; be able to reflect on their own research; to report on research findings; and to do this at an advanced level;

5. Engage with and critique in a constructive manner the ideas of their peers and others;

6. Use science and technology effectively and critically based on a theoretical framework at an advanced level, showing responsibility towards the environment and the health of others and reflect on this process;

7. Provide innovate solutions to specific social problems in the South African region by taking race, ethnicity, political issues, gender and multiculturalism into account;

8. Search for and access appropriate resources employing a range of learning strategies and technologies within the field of Social Impact Assessment at an advanced level;

9. Develop a responsibility towards other members of the society;

10. Display cultural and aesthetic sensitivity to people from different cultures based on theoretical knowledge and reflect on this process;

11. Develop employment-seeking skills within the field of Social Impact Assessment;

12. Explore entrepreneurial possibilities within the field of Social Impact Assessment;

13. Grasp and critically reflect on various approaches to participation and institution development;

14. Identify and differentiate between the rhetoric of participation and authentic participation;

15. Contextualise processes claimed to be participatory in terms of power relations, access to resources and decision-making;

16. Assemble and analyse information about participation, exclusion and institutional development. 

ASSOCIATED ASSESSMENT CRITERIA 
Does the learner demonstrate that he/she

1. Is able to provide an in-depth discussion and a critique of theoretical models in the field of Social Impact Assessment; is able to apply theoretical contracts and models in authentic Southern African contexts at an advanced level; and has the ability to reflect on his/her own problem-solving process;

2. Interacts well with his/her peers; contributes positively towards an end product in an interdisciplinary team context; contributes to class and/or seminar discussions; is able to present seminars; and has the ability to reflect on his/her own participation in groups;

3. Has the ability to take responsibility for his/her own learning through time management as well as ensuring that the quality of his/her work is of an acceptable standard at an advanced level; and is able to work independently;

4. Can formulate a research question within an authentic context; can distinguish between different methodological approaches to social research, is able to use an innovative methodological approach to answer a research question; selects and uses appropriate data collection techniques; interprets research data accurately; can discuss the importance of and uphold high ethical standards in conducting research; recognizes the limitations of his/her research design; addresses validity and reliability concerns raised by the research design and is able to defend the validity and reliability of the study; reports research findings currently; writes the research report in an appropriate register; structures the research report in an appropriate and transparent manner; makes a logical coherent argument and is able to reflect on his/her own research; is able to present the research results to an academic at an advanced level;

5. Interacts well with his/her peers and others; critiques a research proposal or argument put forward by a peer in a logical and coherent manner; uses the appropriate and coherent manner; uses the appropriate register and displays cultural sensitivity in critiquing an argument put forward by someone else.

6. Is able to make a decision and support it by relevant theory and experience; is able to put together a bibliography in the appropriate style;

7. Develop innovative solutions to the challenges and problems facing the Southern African region; is able to apply theoretical knowledge to the South African region at an advanced level; draws on his/her own experience, and takes race, ethnicity, political issues, gender and multiculturalism into account in the process;

8. Is able to explore and reflect on learning skills and strategies appropriate to the context of Social Impact Assessment at an advanced level;

9. Shows responsibility towards other members of society;

10. Is able to display cultural and aesthetic sensitivity to people from different cultures; applies theoretical knowledge while doing this and is able to reflect on this process;

11. Is able to develop employment-seeking skills within the field Social Impact Assessment;

12. Is able to identify and develop entrepreneurial opportunities in the field of Social Impact Assessment.

13. Is able to grasp and critically reflect on various approaches to participation and institutional development;

14. Is able to identify and differentiate between the rhetoric participation;

15. Is able to explain processes claimed to be participatory in terms of power relations' access to resources and decision-making;

16. Is able to assemble and analyze information about participation, exclusion and institutional development.

INTEGRATED ASSESSMENT:

Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

Formative assessment practices that will be implemented

A range of formative assessment strategies is used. Formative assessment strategies include, inter alia, short essays, oral presentations to a group of peers, and practical computer-based activities, personal nterviews and practical projects. Opportunities for peer assessment are included.

Summative assessment practices that will be implemented

Integrated assessment, focusing on the achievement of the exit-level outcomes, include the drafting of a research proposal and the writing of a research report as well as summative assessment of essays and an oral examination. 

ARTICULATION OPTIONS 
  • Access to qualifications on a lower level:

    Potential learners should be in possession of an Honours degree in social science at NQF level 7. The achievement of this qualification should give the learner access to certificates and diplomas in this field at level 7.
  • Access to qualifications on the same level:

    The achievement of this qualification should give learners access to certificates and diplomas in this field on level 8. Learners who are (or have been) registered for this (or related) qualification at another higher level institution or at RAU, may, with the permission of the Dean of Arts, enter the Master's programmes in Sociology, Industrial Sociology, Development Studies or Comparative Labour Studies mid-stream, given that the rules of access have been compiled with. Such learners will therefore be credited for prior learning.
  • Access to qualifications on a higher level:

    Having obtained this qualification, the following possibilities for further study in higher education programmes exist:

    a Doctoral programme in Sociology or Development Studies. 
    		•

    MODERATION OPTIONS 
  • External processes:

    An external examiner is appointed for each of the modules on NQF level 7 by the Dean of the Faculty of Arts on recommendation by the Department of Sociology.
  • External examiners and the institutions represent:

    One external examiner is appointed for each module on NQF 7. The external examiner will be selected from other higher education institutions or from the ranks of practising professionals in research solutions. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Criteria regarding formal qualifications that an assessor should have

    An assessor should have at least a Master's degree in Social Impact Assessment or a related field of study and/or be regarded by the academic as an expert in the subject field and competent to act as an assessor.
  • Criteria regarding job or learning area experience

    An assessor should be proficient in the subject matter of the learning area in which he/she is assessing and have good interpersonal skills
  • Criteria regarding experience of or exposure to assessment
    An assessor needs to have prior assessment experience and/or be trained in assessment practises at a higher education level:
  • As part of qualifying as an education and training practitioner, or
  • through a mentoring process, or
  • through on-the-job training; or
  • through additional study of a unit standard or qualification on assessment 
    		•

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

    NOTES 
    This MA with endorsement qualification is registered as a separate qualification only with SAQA. At the Department of Education it is not registered separately, but is included in the registration of the generic MA. 

    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.
     
    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.