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: Social Science: Community Development 
SAQA QUAL ID QUALIFICATION TITLE
4287  Master of Arts: Social Science: Community Development 
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  256  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
73964  Master of Arts in Social Science in Community Development  Level 8 and above  NQF Level 09  180  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of this qualification is to provide learners with advanced competence in the acquisition, interpretation and application of scientific and theoretical principles of community development. It also focuses on the enhancement of the methods of community development and implementation of practice models geared towards the empowerment of people and the development of sustainable communities. Community development is contextualised in the field of social and economic development. The implementation of advanced research forms an important part of the theory-practice competency building of this qualification. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
To enrol for this qualification, potential learners need to demonstrate that they have acquired advanced intellectual competence and practical skills in the interpretation and application of specific scientific and social-work-specific principles and methods and the research-practice paradigm.
A prospective applicant for this qualification must have:
  • Knowledge and understanding:
    The learner should have knowledge and understanding of ethical, social and economic problems.
    The learner should have knowledge and understanding of the helping process with individuals, groups, organization and communities.
    The learner should have knowledge and understanding of human and environmental resources.
    The learner should have knowledge and understanding of assessment, intervention and evaluative techniques in the process of helping individuals, groups, organizations and communities.
  • Cognitive skills:
    The learner should be able to analyse and evaluate existing ethical, social and economic problems.
    The learner should be able to function within an intellectually independent environment where flexibility and creativity are exercised.
    The learner should be able to analyse human and environmental resources.
    The learner should be able to assess and evaluate information gathered to the benefit of individuals, groups, organizations and communities.
  • Practical and professional skills:
    The learner should be able to develop, facilitate, evaluate and adjust appropriate actions to alleviate ethical, social and economic problems.
    The learner should be able to work effectively with others as members of a multi-disciplinary team when facilitating the process and technology of helping individuals, groups, organizations and communities.
    The learner should be able to communicate effectively and appropriately with individuals, groups, organisations and communities using visual, language and therapeutic skills.
    The learner should be able to manage human and environmental resources.
    The leaner should be able to use assessment, intervention and evaluate techniques in the process and technology of helping individuals, groups, organizations and communities.
    The learner should be able to develop and maintain human capacity.
  • Values and attitudes:
    The learner should be able to work independently and creatively.
    The learner should be able to work effectively in a team setting, and maintain a flexible attitude.
    The learner should be able to communicate openly, clearly and honesty with individuals, groups, organizations and communities.
    The learners should be able to act as a professional within a professional environment.
    The learner should be able to facilitate entrepreneurial opportunities.
    The learner should have a client focus in dealing with individuals and groups, organizations and communities.

    The Head of the Department approves the qualifications of prospective candidates. A supplementary study may be as required as a condition of admission. A potential learner should possess a four-year BA degree in Social Work or equivalent qualification, or a three-year BA degree in Social Work and a BA Honours degree in any related field. Master's students are required to produce proof of competency in research methods. This competency will be assessed by means of an entrance examination before commencement of the programme.

    Recognition of prior learning:
    All potential learners not in possession of an Honours degree need to provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning that would give them access to the programme, need to apply to the Accreditation Committee of the Faculty of Arts for recognition of prior learning.

    The principles of RPL are subscribed to, and will be implemented, in a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this is not be to the detriment of the potential student and that his/her chances to succeed must be reasonable.

    The committee will assess learners' competencies in order to determine whether they are eligible for
  • access to, or
  • advanced placement in, or
  • recognition of status for this qualification,
    providing that they will be willing to further their studies at this university. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    1. The learner should at an advanced level and integrated manner be able to identify and analyse ethical, social and economic problems, develop, facilitate, evaluate and adjust appropriate actions and reflect on these actions, based on a relevant theoretical framework;

    2. The learner should, at an advanced level and in an integrated manner be able to work effectively with others as members of a team when facilitating the process and technology of helping communities and evaluate, adjust and reflect on these actions, based on a relevant theoretical framework

    3. The learner should at an advanced level and in an integrated manner develop, organize and practise intellectual independence, flexibility and creativity;

    4. The learner should at an advanced level and integrated manner be able to apply scientific methodology and research methods, to study social phenomena relevant to the profession of social work and applicable to the topic of the mini-dissertation;

    5. The learner should at an advanced level and integrated manner, be able to acquire, analyze and interpret scientific data according to recognized scientific methods;

    6. The learner should at an advanced level and integrated manner be able to communicate effectively and appropriately with individuals, groups and organisations in communities using visual, language and therapeutic skills in oral or written modes,

    7. The learner should at an advanced level and integrated level, be able to analyse, develop and manage environmental resources based on a relevant theoretical framework;

    8. The learner should be able to use advanced and integrated assessment, intervention and evaluative techniques, in the process and technology of helping individuals, groups and organizations, based on a relevant theoretical framework;

    9. The learner should be able to address at an advanced and integrated level, social, ethical and economic problems by taking into account the White Paper on Social Welfare and the political and socio-economic influences in South Africa;

    10. The learner should, at an advanced and integrated level, be able to explore, apply and reflect a variety of strategies of learning more effectively, within a human sciences environment;

    11. The learner should, at an advanced level and integrated manner, be able to contribute to the development and maintenance of human capacity at a local and national level, based on a relevant theoretical framework;

    12. The learner should at an advanced and integrated level, be able to contribute to the development and maintenance of human capacity within a culturally diverse context; and evaluate and adjust actions, based on a relevant theoretical framework.

    13. The learner should, at an advanced and integrated level, be able to explore employment opportunities effectively through practical projects.

    14. The learner should, at an advanced and integrated level, be able to explore and facilitate entrepreneurial opportunities effectively, while addressing social, economic and ethical problems. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Does the learner at an advanced level and in an integrated manner appropriately identify and analyse ethical, social and economic problems and develop, facilitate, evaluate and adjust appropriate actions, and reflect on these actions, based on a relevant theoretical framework?

    2. Does the learner, at an advanced level and in an integrated manner, work effectively with others as members of a team when facilitating the process and technology of helping cummunities and evaluate, adjustl, based on a relevant theoretical framework?

    3. Does the learner at an advanced level and in an integrated manner effectively develop, organize and practice intellectual independence, flexibility and creativity?

    4. Does the learner at an advanced level and in an integrated manner apply scientific methodology and research methods to study social phenomena relevant to the profession of social work and applicable to the topic of the mini-dissertation?

    5. Does the learner at an advanced level and in an integrated manner acquire, analyse and interpret scientific data according to recognized scientific methods?

    6. Does the learner at an advanced and integrated level, communicate (according to set standard) with individuals, groups and organisations, using visual, language and therapeutic skills in the modes of oral or written format?

    7. Does the learner at an advanced level and integrated level, manage human and environmental resources based on a relevant theoretical framework?

    8. Does the learner use advanced and integrated assessment, intervention and evaluate techniques, in the process and technology of helping individuals, groups and organizations, based on a relevant theoretical framework?

    9. Does the learner, at an advanced level and integrated manner, address social, ethical and economic problems appropriately, by taking into account the White Paper on Social Welfare and the political and socio-economic influences in South Africa;

    10. Does the learner, at an advanced level and integrated manner, explore, apply and reflect a variety of strategies effectively, in order to learn more effectively within a human sciences environment?

    11. Does the learner, at an advanced level and integrated manner, contribute (according to set standards) to the development and maintenance of human capacity on local and national level, based on a relevant theoretical framework?

    12. Does the learner, at an advanced level and integrated manner, contribute to the development and maintenance of human capacity within a culturally diverse context effectively? Does the learner evaluate and adjust actions, based on a relevant theoretical framework, within the context of the community development process?

    13. Does the learner, at an advanced level and integrated manner, effectively explore employment opportunities through practical projects, within the context of the community development process?

    14. Does the learner, at an advanced level and integrated manner, effectively explore and facilitate entrepreneurial opportunities, while addressing social, economic and ethical problems?

    Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:
    Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

    Formative assessment practices that will be implemented:
    Learners are continuously assessed via formal assignments, covering different aspects of the course on which they receive formal feedback. They are also assessed via informal presentations and contributions in discussions. Learners are further continuously assessed during supervision sessions of their mini-dissertations with an assigned study leader.

    Summative assessment practices that will be implemented:
    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of written examinations on the first four modules of the curriculum. Learners also conduct independent research, reported in a mini-dissertation, which is submitted for internal and external examination. 

    ARTICULATION OPTIONS 
  • Access to qualifications on a lower level:
    Learners who achieve this qualification will be allowed access to qualification on lower level than level 8, within the field of Social Service Professions. Such learners will retain credit for relevant modules that have been passed, after recognition by the institution and approval by the Dean of the Faculty of Arts.
  • Access to qualifications on the same level:
    The achievement of this qualification should give learners access to certificates and diplomas in this field on level 8. Learners who have obtained this qualification may, with the permission of the Dean of the relevant faclty, enter a range of programmes in the social science mid-stream, given that the rules of access have been complied with. Such learners will therefore be credited for prior learning. Learners who are (or have been) registered for this or a related qualification at another higher education institution will be allowed, with the permission of the Dean of Arts, to enter mid-stream, given that the rules of access have been complied with. Such learners will therefore be credited for prior learning. Students wishing to change to the research-based Master's programme can do so, on departmental approval of such a request. In the latter case research proposals will be re-assessed to ensure that they fulfil the requirements of the degree.
  • Access to qualifications on a higher level:
    Having obtained this qualification, the following possibilities for further study in higher education programme exist: D Litt et Phil. or equivalent degree in Social Work, at this (or any other) university. 
    		•

    MODERATION OPTIONS 
    External examiners will be appointed (for all NQF level 6 modules) by the Dean of the Faculty concerned, on recommendation of the academic department in which NQF level 6 modules are taken. One external examiner per NQF level 6 module will be appointed. External examiners will be selected from other higher education institutions or from the ranks of practising professional people outside of academia. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    He/she must at least have a master's degree in an appropriate field of study and/or be regarded by the academic community as competent to act as an assessor. An assessor should be proficient in the subject matter of the learning area that he/she is assessing. An assessors needs to have prior assessment experience and/or be trained in assessment practices on higher education level:
  • as part of qualifying as an education and training practitioner; or
  • through a mentoring process; or
  • through on-the-job-training; or
  • through additional study of a unit standard or qualification on assessment. 
    		•

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

    NOTES 
    This is an old qualification that was registered in June 1998 

    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.