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

Master of Arts: Community Psychology 
SAQA QUAL ID QUALIFICATION TITLE
4327  Master of Arts: Community 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 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 systematic impact. The focus is place on resource rather than defect, and persons and process 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 
To enrol for this qualification, potential learners need to demonstrate the following competencies:
  • A strong and cohesive knowledge foundation in Community Psychology;
  • A Knowledge foundation for applied research in Community 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.

    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 wish 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 or 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, advanced placement in, or recognition of status for this qualification 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:

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

    2. Correctly plan and exercise research in the field of Community Psychology, including the correct gathering, analysing, synthesizing and interpretation of information on Community Psychology issues by utilizing the theoretical research principles and reflecting on the research undertaken (research skills)?

    3. Communicate effectively both 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 reflecting on the application made (communication skills)?

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

    5. Effectively and responsibly organize and coordinate resources and opportunities in the field of Community Psychology by applying the 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 Community Psychology (entrepreneurship, self-responsibility skills)?

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

    7. Utilize appropriate technology (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

    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 reflecting on the application made (cultural and aesthetic sensitivity)

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

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Do the learners demonstrate their ability to identify and solve problems correctly in the field of Community Psychology by applying the relevant theoretical principles and reflecting on the application made (problem solving skills)?

    2. Can the learners plan and exercise research in the field of Community Psychology, including the gathering, analysing, synthesizing and interpretation of information on Community Psychology related issues by utilizing the relevant research principles and reflecting 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 reflecting 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 learners able to effectively and responsibly organize and coordinate resources and opportunities in the field of Community Psychology by applying the 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 Community Psychology (entrepreneurship/responsibility skills)?

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

    7. Are the learners able to utilize appropriate technology (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/ethics towards the holistic 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 reflecting 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 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 in two ways:
  • firstly through formal assignments covering different aspects of the course, 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 by means of two written and one oral examination towards the end of the first year of study, as well as 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 for internal and external examination. This dissertation counts towards 50% of their final mark for the degre 
    		•

    ARTICULATION OPTIONS 
  • Access to qualifications 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 related) qualification at another higher education institution will be allowed, with the permission of the Dean of Arts, to enter mid-stream, given that rules of access have been complied with. Such learners will therefore be credited for prior learning.
  • 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 D Psych degree at any higher education institution which offers a Psychology programme. 
    		•

    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 NQF level 8 modules 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 which assessors should have:

    Formal qualified assessors should have at least a Master's 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 area experience:

    Assessors should have at least 3 years of job related or learning area experience to be able to act as an assessor on a 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 practises 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
    t. 
    		•

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

    NOTES 
    This MA with endorsement qualification is 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.