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

Master of Science: Community Psychology 
SAQA QUAL ID QUALIFICATION TITLE
3665  Master of Science: Community Psychology 
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  240  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
74028  Master of Science: Community Psychology  Level 8 and above  NQF Level 09  240  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of this qualification is to provide qualifying learners with the necessary intellectual and practical skills which would equip the learner to contribute to the development of communities' potential and indigenous mental health resources, where the criteria for impact are formulated in terms of a broader systemic impact. The focus is placed on resource rather than defect, and persons and processes are interpreted within social and cultural context. The qualification prepares learners for a science-based career in specific sectors of the helping professions, and also provides a basis for further learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The learner should be in possession of an Honours degree in Psychology.

Recognition of prior learning:

A learner who claims to have achieved entry requirements through experiential learning will be assessed. If the student is found to be competent the student may gain:
  • access,
  • advanced placement
  • or recognition of degree status will be granted on condition of continuing education.

    Current competencies in the field of Community Psychology that have been acquired by prior learning in this field through related experience will be assessed. Such competencies may help gain access to the programme or advanced placement in it. Recognition of status is dependent on continuance of studies at the Rand Afrikaans University. The standard rules of access at the Rand Afrikaans University apply. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:

    1. Demonstrate their ability at applying the theoretical principles of problem identification and solving in the field of Community Psychology correctly and reflect on the application made (problem solving skills)

    2. Plan and exercise research in Community Psychology, including the gathering, analysing, synthesising and interpretation of information on Community Psychology issues correctly by utilising the theoretical research principles and reflect on the research undertaken (research skills)

    3. Communicate effectively orally and in writing with the different role players in the field of Community Psychology by applying the theoretical principles of communication and reflect on the application made (communication skills)

    4. Accountably develop a theoretical and practical macro vision of the role of Community Psychology internationally, nationally, provincially/regionally and locally (development of macro vision.)

    5. Effectively and responsibly organise and co-ordinate resources and opportunities in the field of Community Psychology by applying the relevant theoretical aspects and reflect on the application (including entrepreneurship, where relevant), as well as accept the responsibility for their own activities in the field of Community Psychology (entrepreneurship, self-responsibility skills)

    6. Practise acceptable social sensitivity in the relationship with others and work effectively in a team by implementing the relevant theory and reflect on the implementation thereof (team ship)

    7. Utilise appropriate technology (e.g. computer, e-mail, fax, psychometric tests) effectively in the Community Psychology environment (technological and environmental literacy)

    8. Explore different effective learning strategies to acquire the different capabilities of a practitioner in the field of Community Psychology (explore learning strategies)

    9. Promote responsible citizenship through their approach towards the holistic application of Community Psychology related skills in the field of psychology (promoting citizenship)

    10. Practise acceptable social, cultural and aesthetic sensitivity towards the people of different communities and the role players in the field of Community Psychology by applying the appropriate theoretical principles and reflect on the application made (cultural and aesthetic sensitivity) and

    11. Acquire acceptable employment seeking skills for entry into the different sectors of the field of Community Psychology by utilising the theoretical principles and reflect on the application thereof (employment seeking skills). 

    ASSOCIATED ASSESSMENT CRITERIA 
    Does the learner:

    1. Demonstrate their ability to identify and solve problems in the field of Community Psychology correctly by applying the relevant theoretical principles and reflect on the application made? (problem solving skills)

    2. Are the learners able to plan and exercise research in the field of Community Psychology, including the gathering, analysing, synthesising and interpretation of information on psychology related issues correctly by utilising the relevant research principles and reflect on the research undertaken? (research skills)

    3. Can the learners communicate effectively orally and in writing (e.g. report writing) with the different role players in the field of Community Psychology by applying the theoretical principles of communication and reflect on the application made? (communication skills)

    4. Have the learners developed an accountable theoretical and practical macro vision of Community Psychology internationally, nationally, provincially/regionally and locally? (development of macro vision)

    5. Are the learners able to effectively and responsibly organise and co-ordinate resources and opportunities in the field of Community Psychology by applying the relevant theoretical aspects and reflect on the application made (including entrepreneurship, where relevant), as well as acceptable responsibility for their own activities in the field of Community Psychology? (entrepreneurship/responsibility skills)

    6. Can the learners practise acceptable social sensitivity in the relationships with others and work effectively in a team by implementing the relevant theory and reflect on the implementation made? (team ship)

    7. Are the learners able to utilise appropriate technology (e.g. computer, e-mail, fax, psychometric tests) effectively in the Community Psychology environment? (technological and environmental literacy)

    8. Are the learners able to explore different effective learning strategies to acquire the different capabilities of a practitioner in the field of Community Psychology? (explore learning strategies)

    9. Are the learners able to promote responsible citizenship through their approach/attitude towards the holistic application of Community Psychology related skills? (promoting citizenship)

    10. Are the learners able to practise social, cultural and aesthetic sensitivity towards the people of different communities and the role players in the field of Community Psychology by applying the theoretical principles and reflect on the application made? (cultural and aesthetic sensitivity)

    11. Do the learners demonstrate the acceptable employment seeking skills for entry into the different sectors of the field of Community Psychology by applying the theoretical principles of employment seeking skills and reflect on the application thereof? (employment seeking skills)

    Formative assessment practices that will be implemented:

    Learners are continuously assessed in two ways: firstly through formal assignments covering different aspects of the course and on which they receive formal feedback and secondly through constant supervision of their practical work on which they are also given continuous feedback

    Summative assessment practices that will be implemented:

    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done. Learners are exposed to two written and one oral examination towards the end of the second year of study. They also do independent research, contained in a mini-thesis which is submitted or internal and external examination. This dissertation counts towards 50% of their final mark for the degree. 

    ARTICULATION OPTIONS 
  • Access to qualifications on a lower level:
    None.
  • Access to qualifications on the same level:
    Learners who are (or have been) registered for this or another related qualification (or even for some of the same or related modules) at another higher education or accredited training institution will be allowed, with the permission of the Dean of the Faculty of Science, to enter on the same level, given the rules of access have been complied with.
    Such learners will, therefore, retain credit for relevant modules that have been passed, at the previous institutions.
  • Access to qualifications on a higher level:
    Having obtained this qualification, the following possibilities for further study in higher education programmes exist:
    Ph.D. or D.Psych. degree at any higher education institution which offers a Psychology programme. 
    		•

    MODERATION OPTIONS 
  • Both internal and external examiners will be appointed by the Dean of the Faculty of Science upon recommendation by the Department of Psychology at this institution.
  • At least one internal examiner per paper will be appointed. External examiners with at least a Master's degree in the job related or learning area experience will be selected from different higher education institutions in South Africa or abroad. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Formal qualified assessors for assessing learners in terms of foundational, practical and reflexive outcomes per module, with at least a Master's degree in a related field of study, will be appointed by the Faculty of Science of this institution upon recommendation by the particular department.
  • Assessors should have at least a Masters degree and 3 years of job related or learning area experience to be able to act as assessor on an NQF-level 8 module.
  • Assessors should be SAQA accredited with at least 4 years experience in the related field of study. 
    		•

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

    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.