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 Philosophy: Adolescent Guidence

SAQA QUAL ID	QUALIFICATION TITLE
17348	Master of Philosophy: Adolescent Guidence
ORIGINATOR
Rand Afrikaans 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 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	260	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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of this qualification is to provide qualifying learners with intellectual and advanced educational and guidance abilities and also professional values in the learner. The qualified person will act as a counsellor, leader, consultant and specialist within multi-professional teams.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

When entering this programme, the learners should be able to:

critically plan and present assistance to adolescents in activities of daily living;

assess learners achievement;

read, interpret, integrated and apply academic texts on Adolescent Guidance;

plan and conduct elementary research;

work and study independently;

critically reflect on their own teaching and learning practice, and

communicate verbally and in written format, using a relevant style / register.

Minimum of 480 approved credits at NQF level 7, are needed as an entrance prerequisite. A B.ED. qualification that indicates a suitable theoretical basis will be acceptable. Here it is referred to qualification in the human sciences regarding adolescence and guidance. This includes a honours in Nursing Science, Sociology and Social Work. If a person does not meet these requirements necessary modules would be prescribed to address shortcomings.

RECOGNITION OF PRIOR LEARNING:
Through formal assessment students with experiential learning will qualify for access, advanced placement, status recognition or a whole qualification on the condition that the learner continues his/her studies at this institution.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learners should be able to:

1. Effectively asses, analyse interpret, diagnose, prioritise, manage, implement, evaluate and report comprehensive development and education needs and problems based on relevant knowledge frameworks and reflect o a problem solving process.
2. Effectively practice as a member of an education and health team and leader of the program development, team by applying relevant knowledge, skills and values and reflect on.
3. Participate as a autonomous, competent, responsible, professionally accountable, reflective member of the education and program team within the legal-ethical framework of education and health in South Africa.
4. Identify and reflect on relevant research problems in the education and development environment and propose relevant solution for the problem and participate as a member of a research team based on related knowledge frameworks and research methodology.
5. Demonstrate and facilitate interpersonal communication knowledge, skills and attitudes with individuals, groups and communities. Communicate effectively in oral and written format as member of the education and health team.
6. Use technology and information technology effectively in the assessment, diagnoses, planning, implementation and evaluation of education/development needs and problems of individuals, families, groups and communities.
7. Demonstrate and solve education/development needs problems, indicators and risk factors by taking social, economic, legal, ethical, environmental, cultural and demographic influences consideration.
8. Explore and reflect on a variety of learning and problem-solving strategies and develop an attitude for life-long learning.
9. Explore and identify education/development trends and problems in society to empower people of the promotion of their development.
10. Demonstrate cultural sensitivity in the promotion of education/development of the individual, family, group and community.
11. Develop self-knowledge and skills for the management of own career and explore job opportunities.
12. Develop and demonstrate entrepreneurial skills in career management and empowerment of the individual, group and community in the promotion of development/education.

ASSOCIATED ASSESSMENT CRITERIA

The learner can: / Does the learner:

1. Conduct a holistic/comprehensive assessment of development/education needs and problems of the individual, family, group and community.
Effectively analyse, interpret data related to the development/education needs and problems in order to diagnose and priorities developmental needs and problems of individuals, families, groups and communities.
Effectively plan, provide and manage development/education needs and problems in order to solve the development needs and problems in order to solve the development needs of individuals, families, groups and communities.
Formulate standards and evaluate the quality of programmes and implementation of programmes.
Justify decisions and actions supported by relevant knowledge frameworks of education and basic sciences.
Demonstrate open-mindedness by thorough enquiry and exploration of alternatives.

2. Effectively and relevantly refer individuals, families, groups and communities to persons in the helping professions.
Effectively advocate and communicate on behalf of the individual, family, group and community.
Practice within the scope of practice of the registered profession as a member of the program team.
Co-ordinate the activities of members of the program team and collaborate with members of the program team.
Demonstrate effective leadership and management knowledge and skills as leader of the program team.

3. Demonstrate responsibility by submitting assignments on time and comply with professional responsibilities during clinical practice.
Demonstrate the assessment of own competence, based on the framework, standards for quality assurance and moral values of the profession.
Display thorough knowledge of the legal-ethical framework of education and health in South Africa.

4. Display basic knowledge, skills and attitudes related to research.
Effectively identify and priorities research problems in a education and development environment.
Propose relevant solutions for identified research problems in education and development.
Conduct as an individual research and participate as a member of the education programme team by displaying understanding of scientific procedures.

5. Apply the principles of facilitative, empathetic, interpersonal communication skills during interaction and counselling with individuals, families, groups and communities.
Demonstrate effective written and oral communication skills as member of the education and programme team.
Display thorough understanding of the legal issues of record keeping in education and programme development and evaluation.
Apply communication skills effectively during psycho-education to individuals, families, groups and communities.

6. Demonstrate the ability to use technology effectively during the programme development, implementation and evaluation process.
Demonstrate the ability to employ information technology to develop, implement and evaluate a programme process effectively.
Demonstrate the understanding of the dynamic nature of knowledge and the essence of a life-long attitude of learning.

7. Demonstrate insight in the analysis and solving of education/development needs and problems by taking social, economic, legal, ethical, environmental, cultural and demographic influences into consideration.
Evaluate the position and problems of education/development service in relation to a broader contexts.

8. Demonstrate the application of a variety of appropriate learning and problem-solving strategies.
Characterise an attitude for life-long learning.

9. Demonstrate the ability to explore, identify and analyse development/education needs and problems in society to facilitate people`s development.
Demonstrate skills to mobilise resources in the individual, families, groups and communities for the promotion of development.
Demonstrate skills to empower individuals, families, groups and communities in the promotion of their development.

10. Demonstrate cultural sensitivity in the promotion of education/development of the individual, family, group and community.

11. Demonstrate self-knowledge and skills to manage own career.
Demonstrate skills for an employment interview.
Manage own career within available career opportunities.

12. Demonstrate entrepreneur`s skills on career management.
Demonstrate entrepreneur`s skills in empowering of the individual, group and community to promote their development/education.

INTEGRATED ASSESSMENT:
Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:

FORMATIVE ASSESSMENT PRACTICES THAT WILL BE IMPLEMENTED:
Formative assessment will place through the utilization of student seminars, case study discussions, workshops, and practical assignments such as individual and group counselling sessions as well as programme development, implementation, evaluation and consultation. Further, students must implement a self-development personal developmental plan and keep track of their own development by means of portfolios. Peer group evaluation takes place throughout the course.

SUMMATIVE ASSESSMENT PRACTICES THAT WILL BE IMPLEMENTED:
Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of theoretical summative assessment that will takes place through two written examination papers of three hours each. Practical summative assessment takes place through students presenting their self-development plans, portfolios and the implemented programme. A mini-dissertation forming 50% of the final evaluative mark on a relevant research topic should be written.

ARTICULATION OPTIONS

ACCESS TO QUALIFICATIONS ON A LOWER LEVEL:
An applicable honours degree or equivalent (NQF level 7) at least 120 approved credits.

ACCESS TO QUALIFICATIONS ON THE SAME LEVEL:
None

ACCESS TO QUALIFICATIONS ON A HIGHER LEVEL:
Learners can continue to an applicable DPhil degree having passed this course.

MODERATION OPTIONS

(a) What external examinational process will be implemented?
Each of the three integrated assessments, i.e. the two written papers and the mini-dissertation are subjected to external evaluation.

(b) How many external examiners/moderators will be appointed for this qualification and from which type of institution or professional bodies will they be?
One appropriate external moderator from any of the 18 universities or other Higher Education Institutions with appropriate Education is appointed for each of the papers on NQF level 8 and mini-dissertation.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

(a) Criteria regarding formal qualification that assessors should have:
Assessors should have at least a master`s qualification or the equivalent thereof.

(b) Criteria regarding job or learning area experience:
Relevant practical experience in the field of programme development, implementation, evaluation and consultation is necessary.

(c) Criteria regarding experience of or exposure to assessment:
Relevant practical experience in the assessment of programme development, implementation, evaluation and consultation is necessary.

REREGISTRATION HISTORY

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

NOTES

This is an old qualification recorded in June 1998

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.

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