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: Psychology 
SAQA QUAL ID QUALIFICATION TITLE
4323  Master of Arts: Psychology 
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 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 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:

o Advanced skills in relevant fields of Psychology and such skills should enable him or her to enter a science-based career;

o Competence in the application of related research methodology and the communication or research findings;

o Analytical, interpretive and integrative skills which have practical value for the society as a whole;

o The ability to reflect on Psychology and develop a holistic view of Psychology and its applications in various contexts. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
To enrol for this qualification, potential learners need to demonstrate the following competences:
  • A strong and cohesive knowledge foundation in general Psychology;
  • A knowledge foundation for applied and fundamental research in general Psychology on a postgraduate level;
  • Analytical, interpretive and integrative skills which have practical value for the society as a whole;
  • The ability to reflect on Psychology and its applications in various contexts.

    The learner should be in possession of an Honours degree in Psychology or a B Psych or M Psych degree.

    Recognition of prior learning:

    Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply in writing to the Departmental Chairperson of the department offering the module or modules the learner wishes to be credited for, clearly stating the title(s) of the module or modules they want to be credited for, as well as the basis on which they believe the accreditation should be granted.

    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 to the detriment of the potential learner 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 a) access to, b) advanced placement in, or c) recognition of status for this qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:

    1. Demonstrate the ability to identify to and solve problems in the field of psychology by applying the highly advanced theoretical principles correctly and reflect on the application made (problem solving skills);

    2. Plan and exercise research in psychology, including the correct gathering, analysing, synthesizing and interpretation of information on industrial psychology issues, correctly by using the relevant research principles and reflecting on the research taken (research skills);

    3. Communicate effectively both orally and writing at an advanced level with the various role players in the field of psychology by applying the theoretical principles of communication and reflecting on the application and reflecting on the application made (communication skills);

    4. Develop an accountable theoretical practical macro vision of the role of psychology internationally, nationally, provincially/regionally and locally (development of macro vision);

    5. Organise and coordinate resources and opportunities in the field of psychology by applying advanced relevant theoretical aspects and reflecting on the application thereof (including entrepreneurship, where relevant) as well as accept responsibility for their own activities in the field of psychology (entrepreneurship, self-responsibility skills);

    6. Practise accept social sensitivity in the relationship with others and working effectively in team by implementing the relevant theory and reflecting on the implementation thereof (teamship);

    7. Utilize appropriate technology (computer, e-mail, fax, psychometric tests) effectively in the psychology environment (technological and environmental literacy);

    8. Explore different effecting learning strategies to acquire the different capabilities of a practitioner the field of psychology (explore learning strategies);

    9. Promote responsible citizenship through their approach towards the holistic application of 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 psychology by applying the appropriate theoretical principles and reflecting on the application made (cultural and aesthetic sensitivity)

    11. Acquire acceptable employment seeking skills for entry into different sectors of the psychology by utilizing the highly advanced theoretical principles of employment seeking and reflecting on the application thereof? (employment seeking skills); 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Do the learners demonstrate the ability to identify and solve problems in the field of psychology by applying the highly advanced theoretical principles and reflect on the application made? (problem solving skills)?

    2. Can the learners plan and exercise highly advanced research in the field of psychology, including the gathering, analysing, synthesizing and interpretation of information on industrial psychology issues by utilising the relevant research principles and reflecting on the research taken? (research skills);

    3. Can the learners communicate effectively both orally and writing at an advanced level with the various role players in the field of psychology by applying the theoretical principles of communication and reflecting on the application and reflecting on the application made? (communication skills);

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

    5. Are the learners able to organise and coordinate resources and opportunities in the field of psychology by applying advanced relevant theoretical aspects and reflecting on the application made (including entrepreneurship, where relevant), as well as accept responsibility for their own activities in the field of psychology? (entrepreneurship, self-responsibility skills);

    6. Can the learners practice accept social sensitivity in their relationships with others and working effectively in term by implementing the relevant theory and reflecting on the implementation thereof? (teamship);

    7. Are the learners able to utilize appropriate technology (computer, e-mail, fax, psychometric tests) effectively in the psychology environment (technological and environmental literacy);

    8. Are the learners able to explore different effecting learning strategies to acquire different skills within the field of psychology (explore learning strategies)?

    9. Are the learners able to promote responsible citizenship through their approach/attitude/ethics towards the holistic application of psychology relating 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 psychology by applying the theoretical principles and reflecting on the application made (cultural and aesthetic sensitivity)?

    11. Do the learners demonstrate acceptable employment seeking skills for entry into different sectors of the advanced psychology by applying the highly advanced theoretical principles of employment seeking and reflecting on the application thereof (employment seeking skills)?

    INTEGRATED ASSESSMENT.

    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 supervision.

    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 in the modules taken and completion of a mini-dissertation and article after completion of a research project. The mini-dissertation is examined by external examiners and the article is reviewed by subject specialists. 

    ARTICULATION OPTIONS 
  • Access to qualification on a lower level:

    Articulation is possible with related certificate, diploma and degree qualifications.
  • Access to qualifications on the same level:

    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 compiled with. Such learners will therefore be credited for prior learning.
  • Access to qualification on higher level:

    Having obtained this qualification, the following possibilities for further study in higher education programmes exist:
  • D Psych degree or equivalent
  • D Litt et Phil or D Phil Degree 
    		•

    MODERATION OPTIONS 
    External processes:
    External examiners will be appointed for all NQF level 8 modules by the Dean of the Faculty concerned, on the recommendation of the department in which NQF level 8 modules are taken.

    External examiners and the institutions they represent:

    One external examiner per 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 
  • Criteria regarding formal qualifications that an assessor should have:

    Formal qualified assessors should have at least a Doctorate degree in the related field of study and/or be regarded as competent to act as an assessor by the academic community.
  • Criteria regarding job or learning experience:

    Assessors should have at least 2 years of job related or learning area experience to be able to act as assessors on an NQF-level 8 module.
  • Criteria regarding experience of or exposure to assessment:

    An assessor 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, and 
    		•

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

    NOTES 
    This MA with endorsed qualification is a new qualification registered as a separate qualification only with SAQA. At the Department of Education it is not registered separately, but is included in the registration of the generic MA. 

    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 


    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.