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 Arts: History

SAQA QUAL ID	QUALIFICATION TITLE
19175	Master of Arts: History
ORIGINATOR
University of North West
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 07 - Human and Social Studies		Traditions, History and Legacies
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
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 overall purpose of this qualification is to equip learners with the capability to reconstruct past environments and use the findings to inform citizen action and current decision-making and problem-solving skills and processes concerning socio-economic development in South Africa. To engage learners in informed participation by resolving issues relating to equity, justice and development, the qualification intends (as part of its purpose) to build the students capacity in the following key areas:

Exhibiting critical understanding and knowledge of land issues in a specialised area in South African history through an investigative and critical review of historical evidence and through academic communication with others in the field of study.

Deploying a wide range of research skills leading to the actual production of a dissertation reflecting the ephemeral nature of historical knowledge as well as a positive contribution to the chosen research project or area of study.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

NQF level 7, that is a B A Hons degree with history as major or a recognition of prior learning equivalent. The following assessment tools will be used to determine prior learning:

An interview or oral test to determine the knowledge and skills base of the prospective student.

A written test will also be administered to test the student 's understanding of concepts, knowledge and skills related to the discipline of history.

Assessment criteria derived from the programme 's specific outcomes will be used to ascertain the competency or mastery level of the potential student.

To gain insight into the student 's knowledge, competences and orientations, a former educator 's report of profile of the student will also be required to help determine the prior learning level. The University Senate in some cases will give permission to candidates to undertake studies on condition they satisfy the requirements.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

On completion of the programme leading to the qualification learners will be capable of:

Investigating and demonstrating a critical understanding of land issues in South Africa by critiquing literature on such issues and exploring empathy with perceptions held by both the Voortrekkers and Africans regarding the land question.

Evaluating processes of land acquisition by Africans during the period 1850 to 1900.

Deploying relevant literature, archival and oral sources to examine critically South Africa's politics of forced removals of Africans from their land from the 1950s to the 1970s.

Evaluating critically and comparing South Africa's land reform programme since the 1990s.

Producing an acceptable dissertation (based on topic of own choice) reflecting an appropriate and effective use of research skills in history.

Specific outcomes

1.1. Synthesizing ideas and information on the previously learned topics and new ones

1.2. Demonstrating a comprehensive understanding of processes of the Afrikaner expropriation of African land

1.3. Empathizing with the conflicting Voortrekker and African perceptions values and attitudes regarding land ownership and usage.

2.1. Gathering and critically analyse information pertaining to the role played by missionaries in the acquisition of land by Africans.

2.2. Explaining the use of missionaries by Africans in the acquisition of land.

2.3. Trace the evolution of legislation pertaining to land acquisition by Africans.

3.1. Synthesise ideas and information from library and archival material to analyse Prime Minister Verwoerd's border areas policy

3.2. Collecting and using data from books and archival material to understand the processes involved in the forced removals of Africans from their lands

4.1. Synthesising ideas and information on the national land reform programme and the forced resettlement of Africans

4.2. Analysing the land reform programmes in some of the countries in South

5.1. Demonstrating satisfactory familiarity with the latest scientific research methods and techniques in history

5.2. Producing a dissertation by deploying the latest research methods in history taking into account the current historigraphical advances made in the discipline

ASSOCIATED ASSESSMENT CRITERIA

1.1.1. Relating new ideas, information and concepts learned earlier to the new ones.

1.1.2. Explaining the relationship between ideas, concepts and information gained earlier and the new ones.

1.1.3. Draw on the existing knowledge to advance a coherent argument relating to land issues.

1.2.1. Describing the actual processes of the Afrikaner expropriation of land.

1.2.2. Explain the Afrikaner motives for dispossessing Africans of their land.

1.3.1. Identifying Voortrekker values and attitudes, towards land ownership and usage.

1.3.2. Appreciating Voortrekker perceptions regarding land in the Transvaal following the Ndebele expulsion.

1.3.3. Explain the traditional African concept of land ownership and usage.

1.3.4. Reflect upon and decide on how land issues affecting both the Afrikaner and Africans could have been satisfactorily resolved.

2.1.1. Explaining the partnership existing between the missionaries and Africans in the acquisition of land by the latter group

2.1.2. Identifying archival and library material which in your view is relevant to the topic at hand

2.1.3. Interpreting and making judgements about the value of the evidence contained in archival and library materials

2.1.4. Synthesising information collected from sources to argue coherently about the missionary role in the acquisition of land by Africans

2.2.1. Examining critically the nature of the political environment in the 1850s and 1900s denying African the fundamental right to own land in the Transvaal

2.2.2. Identifying issues and problems prohibiting sustainable resource use by Africans in the Transvaal

2.2.3. Evaluating the strengths and weaknesses of the African approach to use missionaries in acquiring land

2.2.4. Suggesting practical ways or solutions that should have been taken by authorities to move to African society to sustainability

2.3.1. Analysing the role played by the Z A R in enabling Africans to acquire land

2.3.2. Explaining the part played by British authorities to assist Africans to acquire land.

3.1.1. Assessing the impact of Verwoerd's policy of forced resettlement of Africans on the latter's economic development

3.1.2. Relating the ideas and land policies of previous governments of the Z A R and the British on the one hand and those of the Nationalist government of Verwoerd

3.1.3. Organising ideas and policies of Verwoerd's nationalist government with regard to the separate political development for African 'homelands', the Coloured and Indians

3.1.4. Explaining the effects of the Group Areas removals on the Africans, Coloured and Indians during Verwoerd's term of office

3.2.1. Supplementing lecture notes given in seminars with appropriate archival information to explore processes of forced resettlement of Africans

3.2.2. Selecting and using relevant references and quotations to support the arguments or views expressed regarding the issue and processes of forced removals

3.3.3. Draw material from a range of sources to demonstrate appreciation of the motives behind the issue of forced removals and to assess its impact on Africans.

4.1.1. Integrating knowledge gained from the module on forced removals into the new knowledge of land reform

4.1.2. Explaining the interrelationships between the processes of forced removals, land redistribution and land restitution

4.1.3. Drawing together data from a variety of sources explain how land reform, land redistribution and restitution have attempted to redress the injustices and suffering caused by the policy of forced removals

4.2.1. Identifying the problems and progress made by land reform programmes in the neighbouring countries of South Africa

4.2.2. Analysing similarities and differences between land reform programmes in South Africa and any two of the S A D C countries.

4.2.3. Identifying some of the lessons South Africa can lessons South Africa can learn from the historical inequities and land reform policies of some of the neighbouring countries

5.1.1. Identifying a variety of important and scientific research methods in history

5.1.2. Explaining the critical relationships between various sources of history such as archival, library and material retrieved from the Internet, oral and other documentary sources

5.2.1. Identifying a researchable problem in the field of history

5.2.2. Studying and analysing the literature selected for the topic

5.2.3. Delivering a formal presentation and recognising different audiences of students and staff

5.2.4. Organising task demands and managing time effectively

INTEGRATED ASSESSMENT

Formative and summative assessment procedures will be used throughout the duration of learning and the writing of the dissertation to track the learner's progress towards the envisaged competencies and provide the necessary remedial work where necessary. A learner profile will be developed reflecting or integrating the knowledge, skills, orientations and the completed dissertation testifying to the attainment of competences outlined in the purpose statement of the qualification

ARTICULATION OPTIONS

VERTICAL: The qualification gives access to a PhD level.

HORIZONTAL: Articulates generally with the qualifications in Geography, Development Studies, and Sociology.

MODERATION OPTIONS

Internal moderation by first and second examiners /markers will be used to ensure that agreed standards are used to assess the learners 'work. An external moderator will check the learner 's portfolio. In compliance with the N Q F, the learners 'work may also be moderated by the Education and Training Quality Assurers (E T Q A's) or other bodies accredited by the E T Q A's.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

University of North West Staff will be used as assessors in accordance with the quality assurance model of the university. Other assessors to be identified by the HEQC.

REREGISTRATION HISTORY

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

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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