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 Literature and Philosophy: Semitic Languages 
SAQA QUAL ID QUALIFICATION TITLE
4433  Doctor of Literature and Philosophy: Semitic Languages 
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
Doctoral Degree  Field 04 - Communication Studies and Language  Language 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 8 and above  NQF Level 10  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 main purpose of this qualification is to provide qualifying learners with the ability to become acknowledged experts within a specific field of Semitic Languages. They should be able to demonstrate their abilities by writing a thesis which should be acceptable to scholars both on a national and international level. Learners should also be able to contribute scientifically to their field of research in a postdoctoral phase of their research. They should be able to render expert advice within the domain of teaching, particularly at a tertiary level, and other specialist areas.

  • Practical competence

    The learner should be able to demonstrate informed decisions regarding:
  • the facilitation of learning groups at tertiary level;
  • expert advice for the strategic management of academic orientated organizations, or those that need cultural and educational advice;
  • designing and evaluating curricula with an Arabic, Hebrew or Ancient New Eastern focus;
  • innovative solving of academically related problems within the field of Semitic Languages.
  • Foundational competence

    The learner should be able to demonstrate an understanding of:

    o subtle aspects regarding the linguistic characteristics of Semitic and cognate language;
    o methods of accessing standard and highly specialized literature pertaining to Arabic, Hebrew or an Ancient Semitic Language;
    o details of literary and grammatical approaches to research within the field of Semitic Languages.
  • Reflexive competence

    The learner should demonstrate the ability:
  • to evaluate, grade, integrate or explain conflicting opinions within the relevant field;
  • to consider in a scientific way the application of linguistic principles within new and specialized environments.
  • Benefits to the learners

    v Highest academically attainable personal development of learning and experimental skills, and the evaluation of modern problems and their solutions vis-a-vis Semitic applications of linguistic thought.
    v The establishment of a scientific approach to Semitic Languages and comparative Semitic Studies.
    v Marketability and employability within higher (eg. tertiary education-related fields.
    v The opening of access routes to further education and training, for example another doctoral degree in a related field.
    v Preparation for a career in advanced teaching, or for diplomatic services in the world, especially in the Middle East. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners should demonstrate:

    1. the ability to deliminate the field which is focused upon;
    2. the ability to state the aim of the problem to be solved;
    3. the ability to structure the general layout and the flow of information in a logical way;
    4. the ability to evaluate, and where necessary repute existing opinions in the field;
    5. the ability to write English or Afrikaans in a syntactically and stylistically correct way;
    6. the ability to use secondary sources, and correctly refer to them in the text and
    7. the ability to make an original and useful contribution to the field of study.

    A potential learner will be required to possess an NQF level 8 qualification (MA degree) in Semitic Languages or related field (NQF level 8)
    Within the field of Semitic Languages learners are assumed to have already acquired a knowledge and understanding of Linguistics and Literary Science at level 5 or a higher level. Knowledge of a modern language such as German, French or Urdu is advisable.

    Recognition of prior learning:
    All potential learners who are not in possession of an MA need to provide proof of an equivalent qualification. Those who claim that they have achieve relevant prior learning which should give them access to the programme need to apply to the Accreditation Committee of the Faculty of Arts for recognition of prior learning.

    Potential learners who want to be credited for prior learning and or experience for a particular module or modules, of the specific doctoral programme, need to apply in writing to the Departmental Chairperson of the department offering the module or modules the student 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 Committee will assess learner's 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 their ability to apply highly technical and theoretical principles of problem identification and solving in the filed of Semitic Languages, adhering to their chosen approach and being and being faithful to the scientific nature of the disciple.

    2. Learners should be able to practice acceptable social sensitivity in their relationships with others, (both those who are fundamental and non-fundamental in their literary approach) work effectively in a diverse group of experts by implementing the relevant theory, and reflect on the consequences of the implementation thereof.

    3. Learners should be able to organize and manage themselves and their activities in a specialized field of Semitic Languages effectively and responsibly, and do they demonstrate self-responsibility towards the relevant field in particular and the scientific world in general.

    4. Learners should be able to plan and exercise intensive academic research in Semitic Languages by collecting , analyzing and organizing information and interpreting it critically by using applicable scientific methods.

    5. Learners should be able to communicate effectively, orally and in writing, with various national and international academic role-players in the field of Semitic Languages, by using language skills and visual methods where necessary.

    6. Learners should be able to utilize science and technology (eg. written media, computer, internet) effectively and critically in the Semitic Languages environment.

    7. Learners should be able to develop an accountable, theoretical and practical macro vision of Semitic Languages within its local, international and to define its place within domain of religious and cultural studies.

    8. Learners should be able to explore various effective learning and argumentative strategies to acquire the different capabilities necessary for the various sub-disciplines of Semitic Languages.

    9. Learners should be able to promote responsible citizenship through their approach towards the holistic application of their capabilities in the field of Semitic Languages

    10. Learners should be able to practise acceptable social, cultural and aesthetic sensitivity towards the (religious) community with whom they identify themselves as well as other communities and contexts

    11. Learners should be able to acquire acceptable employment-seeking skills for entry into the different sectors where there is a need for world-class experts in Arabic, Hebrew and other Semitic Languages, by utilizing the theoretical principles and reflecting on the application thereof.

    12. Learners should be able to develop entrepreneurial opportunities by reflecting on new venues for the application of expert skills and knowledge in the field of Semitic Languages. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Can the learners identify the problematic, academic issues in Semitic Languages?
    Can they define the various approaches to the relevant issues?
    Can they make an accountable and responsible decision and supply reasons for their choice?

    2. Can the learners practice acceptable social sensitivity in their relationships with others, both orthodox and unorthodox, work effectively in a diverse group of experts by implementing the relevant theory, and reflect on the consequences of the implementation thereof?

    3. Do learners organize and manage themselves and their activities in a specialized field of Semitic Languages effectively and responsibly, and do they demonstrate self-responsibility towards the relevant field in particular and the scientific world in general?

    4. Are the learners be able to plan and exercise intensive academic research in Semitic Languages by collecting , analyzing and organizing information and interpreting it critically by using applicable scientific methods?

    5. Do learners communicate effectively, orally and in writing, with various national and international academic role-players in the field of Semitic Languages, by using language skills and visual methods where necessary?

    6. Do learners demonstrate the ability to utilize science and technology (eg. written media, computer, internet) effectively and critically in the Semitic Languages environment?

    7. -Are the learners able to develop a thorough theoretical and practical macro vision of Semitic Languages with its local, international define its place within the domain of religious and cultural studies?

    8. -Do the learners explore various effective learning and argumentative strategies to acquire the different capabilities necessary for the various sub-disciplines of Semitic Languages?

    9. Do learners promote responsible citizenship through their approach towards the holistic application of their capabilities in the field of Semitic Languages?

    10. Do learners practise acceptable social, cultural and aesthetic sensitivity towards the (religious) community with whom they identify themselves as well as other communities and contexts?

    11. -Do learners acquire acceptable employment seeking skills for entry into the different sectors where there is a need for world-class experts in Arabic, Hebrew and other Semitic Languages by utilizing the theoretical princes and reflecting on the application thereof?

    12. Do learners develop entrepreneurial opportunities by reflecting on new venues for the application of expert skills and knowledge in the field of Semitic Languages?

    Formative assessment practices that will be implemented:
    Learners must write two to four preliminary papers delivered as Seminars.

    Summative assessment practices that will be implemented:
    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of a doctoral examination (128 credits) followed by a thesis (232 credits) and a research article 

    ARTICULATION OPTIONS 
  • Access to qualifications on a lower level

    Learners may enrol for a teaching diploma, or, depending on the prerequisites, for a MA qualification in another related department.
  • Access to qualification on the same level

    Learners who have done the seminar work and successfully completed the doctoral examination will be permitted to exit the qualification by retaining the credit for the exam. The credit(s) thus obtained may be used for entrance into any related NQF-level qualification.
  • Access to qualifications on a higher level

    Having obtained this qualification, the following possibilities for further study on a higher level exists:

    a) postdoctoral research at any university
    b) another D degree (NQF-8 level) qualification at any university. 
    		•

    MODERATION OPTIONS 
  • External examiners are appointed to moderate the examination and thesis of the summative assessment phase.
  • Two external examiners are appointed for the thesis and one for the examination, usually from the Semitic Languages, theology or Islamic Studies or Related department at a university in South Africa abroad. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors must be in possession of at least a NQF-8 (D-degree) qualification in Semitic Languages, Theology or Islamic Studies.
  • Assessors should preferably occupy the position of at least senior lecturer and have at least three years of job experience.
  • Assessors should have assessed at least one MA dissertation in the past. 
    		•

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

    NOTES 
    This D Litt et Phil 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 BA 

    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.