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: 

Doctor of Literature and Philosophy: Historical Studies 
SAQA QUAL ID QUALIFICATION TITLE
15652  Doctor of Literature and Philosophy: Historical Studies 
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
Doctoral Degree  Field 07 - Human and Social Studies  Traditions, History and Legacies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 8 and above  NQF Level 10  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
73878  Doctor of Philosophy in Historical Studies  Level 8 and above  NQF Level 10  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Practical
  • the ability to plan and execute specialist historical research in libraries, research institutions and archives;
  • the ability to plan and execute oral historical research independently;
  • the ability to compile a sophisticated specialist and original research proposal on the basis of the scientific historical method, integrating primary and secondary sources;
  • the ability to write a full scientific thesis , based on independent historical research, analysis and evaluation
  • the ability to use advanced computer technology in locating sources, doing research and writing a thesis;
  • the proficiency to use of scientific reference techniques;
  • the ability to apply the knowledge of theoretical foundation of history, the nature of historical memory and historical consciousness, heritage and historical legacies, to the resolution of the research problem
  • The ability to identify critical issues in an historical context;
  • the ability to demonstrate critical, analytical and reasoning skills by independently compiling a specialist research proposal and a thesis on the highest level of scientific historical analysis;
  • the ability to demonstrate problem-solving skills by conducting independent, focused research on the identified critical issues;
  • the ability to demonstrate advanced analytical skills in selecting relevant historical material, evaluating diverse and contradictory evidence and synthesizing research outcomes into a single comprehensive thesis;
  • The ability to demonstrate independent critical research skills by interpreting diverse research material, comparing contradictory evidence, evaluating the validity of evidence and finally communicating the synthesized thesis, either in written or oral form;
  • the ability to apply historical research methodology to new research problems, historical context and combinations of historical evidence;
  • the ability to work independently in executing problem solving historical research into new areas of enquiry, linked to the social, political and economic issues of their society.
  • Functional
    The primary purpose of this qualification is to provide qualifying learners with:
  • The ability to achieve the highest stage of personal intellectual development by the acquisition of an understanding of social, economic and political phenomena manifested in historical context, whereby a critical historical and social awareness is established;
  • the ability to enhance personal development by the acquisition of intellectual analytical skills, skills of critical historical analysis and critical thinking; skills of comparison within historical context; skills of synthesizing complex evidence; historical research skills; writing skills; empathy, skills of the critical use of source material; balanced assessment of divergent views; perceptions and evidence and the rational skills of openness in debate; on the most advanced level of intellectual enquiry;
  • the enhanced marketability in terms of the following employment opportunities: social research, business management, journalism, broadcasting and communication, social work, heritage tourism, education and training, environmental eco-tourism, civil service, rural and urban development studies, information management, library, museum and archival work;
  • the ability to achieve the highest possible academic status;
  • the ability to gain access to further specialised research and tuition in historical studies;
  • the skills of understanding, empathy and historical contextualisation which are prerequisites for insight into current problems.

  • Reflective

    the primary purpose of this qualification is to prove qualifying learners with:
  • the ability to apply knowledge and understanding of events studied in historical context to the analysis and understanding of current social, political and economic issues (new contexts);
  • the ability to apply skills of analysis and comparison in historical context to the formulation of innovative solutions to new contexts;
  • the ability to apply the specialist skills of personal motivation, self-directedness and self-discipline as well as historical research skills, to any employment environment;
  • the ability to apply the organizational skills acquired through research and study planning to any employment environment;
  • the ability to apply personal skills of empathy, openness in debate, rational and critical analysis and thinking to the facilitation of problem-solving strategies in communities;
  • the ability to apply the skills of analysis, problem-solving and writing in their own research as well as the methodology, skills and insights obtained through the study of History 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    To enrol for this qualification, potential learners need to demonstrate the following competencies:
  • The ability to identify critical research areas
  • The ability to plan and conduct specialist independent research
  • The ability to interpret research outcomes
  • The ability to communicate the relevance of the research outcome orally and writing
  • The potential learner should possess a Master's degree in Historical Studies, with a final average mark of 60%, obtained from any accredited university
  • The learner must have obtained a minimum of 240 credits on NQF level 8
  • The potential learner must be fluent in reading and writing in either Afrikaans or English

    Recognition of prior learning:
    The potential learner must follow the prescribed procedures of the Rand Afrikaans University, and the Faculty of Arts, to obtain recognition of prior learning, after which the learner will gain access to the doctoral study, receive advanced placement and obtain recognition of status to enable him/her to continue the doctoral study. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learner should be able to:

    1. Understand historical context and historical process as critical historical awareness.

    2. Identify a specific/focused research problem within the context of the current disciplinary debate in Historical Studies and the debate amongst South African historical practitioners and academics, and then formulate an advanced meaningful research problem based on a thorough knowledge of fundamental historical methodology.

    3. Plan an advanced and comprehensive research strategy based on the problem statement, which would include interested stakeholders.

    4. Identify all relevant research sources in archives, libraries, private collections, research collections and oral sources in communities pertaining to the research problem.

    5. Conduct independent, systematic research.

    6. Evaluate collected information critically applying theoretical concepts of source and information validation.

    7. Select all relevant information critically and systematically in order to solve the specific research problem.

    8. Write a logical and systematic thesis to solve the research problem within historical context.

    9. Display honesty, conscientiousness, perseverance and empathy in selecting and evaluating all evidence.

    10. Formulate the specific research outcome of the thesis against the background of the macro-vision of social and economic issues confronting communities over time, in order to contribute towards societal development, leadership and long term solutions to issues.

    11. Communicate research outcomes effectively to all stakeholders, keeping in mind cultural, religious, ethnic and gender diversity within the community of stakeholders.

    12. Compare the outcome of the historical research with the outcomes of similar studies in historical research in order to indicate similarities and differences in context, solutions and future outcomes.

    13. Integrate different research techniques, including computers, the internet and conventional document analysis, when conducting the research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Does the learner display an understanding of historical context and historical process as critical historical awareness in the identification of the research problem, the planning of the research, the selection and evaluation of evidence, the written seminars and/or thesis and the communication of the outcome of the research to all stakeholders?

    2. Can the learner submit a written identified research problem, relevant to the discipline and defend it verbally, as well as formulate this research problem based on the historical methodology of inquiry and critical analysis?

    3. Can the learner plan and write a simple research strategy for a comprehensive thesis, which conveys the inclusion of all interested parties/stakeholders in such historical research strategy?

    4. Has the learner identified relevant sources in archives, libraries, private collections, research collections and oral sources in communities pertaining to the research problem?

    5. Can the learner conduct and complete comprehensive, systematic research?

    6. Has the learner critically evaluated the originality and validity of source material on the basis of historical validation techniques of internal and external criticism?

    7. Has the learner selected relevant information to solve the research problem in historical context?

    8. Can the learner write a logical and systematic thesis including exposition and findings?

    9. Does the learner reflect the following values in the writing of the thesis?
  • -honesty in selecting, evaluating and interpreting historical sources
  • -conscientiousness in consulting all relevant sources and stakeholders.
  • -perseverance in conducting research until all relevant material has been consulted,
  • -empathy with all stakeholders in the research, without displaying any form of bias.


    10. Has the research outcome been formulated against the social and economic macro-context of the specific historical research problem? Does the research contribute towards a better understanding of related issues affecting communities?

    11. Has the learner communicated the outcome of the research clearly in written form, with empathy towards all stakeholders, and published the outcome?

    12. Can the learner relate the outcome of the research to similar research outcomes of studies in different historical contexts? Has the learner displayed the intellectual capacity to link historical events over time and interpreted the significance of the comparison?

    13. Has the learner successfully utilized different research, evaluation and reference techniques towards the formulation of a well-founded thesis?

    Formative assessment practices that will be implemented:
    Oral formative assessment is conducted continuously through the supervisor

    Summative assessment practices that will be implemented:
    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of oral examinations and the writing of a comprehensive thesis. The thesis is submitted to the promoter as well as to at least two external assessors (specialists in the field of study) from other universities.
    The assessing committee will typically judge the thesis in accordance to the following criteria:
  • The originality of the thesis and the contribution it makes to the subject discipline
  • The standard of the research methodology
  • The scientific and academic quality of the processes and structures
  • The technical presentation and layout, including the standard of language usage and editing 
    		•

    ARTICULATION OPTIONS 
  • Access to qualifications on a lower level
    Any qualification on the NQF level 7, with a focus on Historical Studies, provides access to this study.
  • Access to qualifications on the same level
    Learners can enter and exit midstream, provided that the expertise on the specialised research field exists within the Department of Historical Studies at RAU (in the case of entering mid-stream), or at the accepting institution (in the case of exiting mid-stream)
  • Access to qualifications on a higher level
    None 
    		•

    MODERATION OPTIONS 
  • At least two external assessors assess the learner's thesis independently from the internal assessor. The learner's performance is then determined by allocating equal weight to the assessment by the internal and the external assessors (external assessors represent two different institutions of higher education or a relevant field, namely labour or industry) 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Doctoral degree in Historical Studies.
  • At least five years teaching or research experience at a higher education institution, as well as expert knowledge of the specialised field of study covered in the thesis.
  • Previous experience with doctoral degree assessment. 
    		•

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

    NOTES 
    This an old qualification that has been recorded in June 1998, but has a different tittle. 

    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.
     
    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.