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 Philosophy: Applied Ethics

SAQA QUAL ID	QUALIFICATION TITLE
24366	Doctor of Philosophy: Applied Ethics
ORIGINATOR
St. Augustine College of South Africa NPC
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Doctoral Degree	Field 07 - Human and Social Studies		General Social Science
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Level 8 and above	Level TBA:Pre-2009 was L8+	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		SAQA 0144/02	2003-07-01	2006-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-06-30		2010-06-30

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 purpose of the D Phil in Applied Ethics is to equip current and future leaders in our society in such diverse spheres as business, the civil service, political, legal, media and social spheres, with the insight, sensitivity and skills to identify pressing needs of our society where research is required as a prerequisite for solving social and economic problems and to respond to these needs. This it does by developing ethical researchers who see it as their task to produce research of high standing based on the ethical framework and principles of Catholic Social Teaching and thus render a vital service to the "public good" and contribute towards the moral regeneration of SA society.

Rationale for the qualification

The qualification is aimed at enabling professional leaders and other qualified people in various fields to contribute to the ethical transformation of society in both the civil service and the private sector, especially in the business, political, medical, legal media and social sectors among others. It provides the opportunity for these persons to upgrade their qualifications from NQF Level 8 PG 3 to level 8 pg 4.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

This qualification assumes that the candidate is proficient in the language of the provider, that he/she is able to demonstrate the applied competence which typically leads to the award of a qualification at Level 8 PG 3.

Recognition of prior learning

Recognition of prior learning is given to relevant practical and theoretical experience in the field or subfield. The relevance is assessed by the Academic Board which decides whether it suffices to allow admittance to the qualification and whether it may be admitted as partial requirement for the achievement of the qualification. Structured means for the assessment of individual learning against entrance requirements and against exit outcomes are devised on a case by case basis. These procedures may be assessed by independent moderators.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

N/A

EXIT LEVEL OUTCOMES

The critical outcomes are integrated into the exit level outcomes.

The learner will:

Have developed the ability to think critically, analyse with rigour, gather and process empirical data

Conduct his/her research with a deep social conscience and sensitivity to the needs of the people and society of South Africa

Contribute to courageous critical scholarship with a commitment to social justice and a humane society

Be fully acquainted with the latest research findings and relevant literature

Apply the research methods appropriate to the field

Be familiar with methods of scientific research including writing, referencing and correct style

Be able to defend the research findings with peers and qualified educators

Have made a substantial original contribution to the advancement of knowledge in applied ethics

Make an intellectual contribution to the public good and to the development of an equitable and just democracy

Provide ethical leadership in his/her field of expertise

Competence is evident when the candidate:

Has presented a thesis which must constitute a substantial and original contribution to the advancement of knowledge in applied ethics and shows evidence of critical thought, rigorous analysis and expertise in the methods of scientific research

Has been able to demonstrate that he/she is familiar with the latest research findings and literature appropriate to the field

Has been able to defend the research findings with peers and educators

ASSOCIATED ASSESSMENT CRITERIA

Integrated Assessment

The integrated assessment for this qualification should have the following characteristics:

It should assess whether the thesis shows sufficient acquaintance with and expertise in the methods of research appropriate to the field of study.

It should assess the extent to which the candidate demonstrates familiarity with the latest research findings and literature appropriate to the field.

It should assess whether the thesis shows that the candidate has both satisfactorily understood the nature of the problem, and assessed the significance of the findings and/or the different views held and arguments presented to support the views.

It should assess the originality of the research as well as its contribution to the knowledge in the field of applied ethics.

It should assess the technical aspects of the thesis.

INTERNATIONAL COMPARABILITY

The qualification has been worked out in consultation with our International Advisory Board consisting of academics from Notre Dame University (USA), The Catholic University of Leuven (Belgium), Nijmegen University (Netherlands), Koblenz-Landau (Germany), the Catholic Institute of West Africa (Nigeria) and Uganda Martyrs University (Uganda).

ARTICULATION OPTIONS

Given the high standard of the degree we also understand that it would be acceptable to local universities as well as to international universities. This is indicated by the various overseas universities with which we have informal ties.

MODERATION OPTIONS

The moderators and assessors are normally recognized academics in their fields and would normally hold a doctorate. External examiners are always appointed for all examinations and for the dissertation. Examiners are nominated to the Higher Degree Committee and are then formally appointed if considered suitable. Three external examiners are appointed, at least one of whom would be an overseas examiners.

Academic staff will function as the practitioner-assessors. They receive training in the management of internal moderation systems which standardises assessment; monitors the design of assessment materials, assessment records and assessment processes, supports and advises assessors and liaise with external moderators. Results of assessment (i.e. student achievement) are monitored by one or more external moderators. External moderators provide reports not only on the fairness and consistency of assessment, but also on the validity of the assessment design in terms of the exit level outcomes.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

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.

NONE