SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Master of Arts: Development Studies

SAQA QUAL ID	QUALIFICATION TITLE
4541	Master of Arts: Development Studies
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		Public Policy, Politics and Democratic Citizenship
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
73949	Master of Arts in Development Studies	Level 8 and above	NQF Level 09	180	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of this qualification is to provide qualifying learners with the specialised intellectual, analytical and practical skills of acquiring, analysing, interpreting and implementing development knowledge, principles, theories, research methods and findings, and applying these in the social context.

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 the intellectual competencies and practical skills to discuss, problematise and investigate development issues, particularly in the South African context on an advanced and specialised level. The learners should have a holistic and reflexive approach to development problems, principles and methods within particular social contexts, as well as being prepared for a career in the practice of development facilitation or further learning in the field.

Potential learners should be in possession of a BA Honours level qualification in Development Studies/Development Administration. If the degree was obtained more than ten years ago, the potential learner will have to go through the Recognition of Prior Learning process of the faculty.

Recognition of prior learning

All potential learners who are not in possession of a BA Honours degree need to provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning which 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, need to apply in writing to the departmental chairperson of the department offering the module or modules the student 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 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 a) access to,b) advanced placement in, or c) recognition of status for this qualification.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learner should be able to:

1. Demonstrate the ability to do in-depth research relevant to development;

2. Use advanced terms, concepts, definitions, classifications and theories inherent to the development field and reflect on the application of these;

3. Identify problems in the development field and suggest workable and appropriate responses to these through creative and critical thinking;

4. Work effectively with other scientists and role-players in a team aimed at exploring, analysing and interpreting phenomena through the general social sciences about the development field in particular;

5. Demonstrate an advanced understanding of the role of science and technology in development;

6. Compentently handle methods,techniques and methodological approaches (including entrepreneurship where relevant) with a view to reaching development objectives;

7. Demonstrate an understanding of the potential role of the development facilitator in the process of improving the quality of life of people;

8. Demonstrate self-reliance, honesty, responsibilty, hard work and sensitivity to defferences in the execution of his or her tsks;

9. Use multiple learning strategies in the acquisition of knowledge of development;

10. Aquire employment seeking skills for entry into the different areas of the developmet field; and

11. Communicate effectively in oral and written form.

ASSOCIATED ASSESSMENT CRITERIA

The learner can: / Does the learner:

1. Propose, plan, execute and complete a comprehensive research project independently?

2. Demonstrate the meaning of terms, concepts, definitions, classifications and theories inherent to the development field, and show their strengths and weaknesses?

3. Demonstrate the ability to identify problems in the development field through the analysis of development issues and structure solutions to development problems around these analyses?

4. Demonstrate effective teamship, problem analysis and reflection in situations of teamwork?

5. Understand the relevance of technology of science to development?

6. Demonstrate the use and application of methods, techniques and methodological approaches in a development situation?

7. Demonstrate competance in facilitating and/or evaluating the implementation of development interventions?

8. Demonstrate self-reliance, honesty, responsibility, hard work and sensitivity to differences through the delivery of high quality academic work?

9. Show the ability to identify multiple ways of acquiring knowledge through the delivery of high qulity academic work?

10. Demonstrate employment seeking skills by producing high quality academic work that is relevant to society in its time and place?

11. Demonstrate communication skills by being able to express him/herself in a team situation and in front of an audience?

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 in the MA coursework programme are continuously assessed via a range of formative assessment strategies, such as class assignments, essays and seminar presentations. Learners also do practical work (independently and in groups during study visits) which is evaluated by assessors. Self-assessment activities are included in the study guides. In addition, learners will assess one another`s work and reflect on the dynamics of this process. Learners in the MA dissertation programme are assessed via a proposal for study, discussions with study leaders on the progress of the research and the presentation of finding in a seminar.

Summative assessment practices that will be implemented

Learners in the MA coursework programme undergo integrated assessment, focusing on the achievement of the exit-level outcomes which will be done by means of written assignments, and/or a research or practical project, as well as end of semester final examinations. In addition to this, learners are assessed by the completion of a mini-dissertation of at least 70 pages. Learners in the MA dissertation programme are required to complete a dissertation of at least 150 pages on the topic of study, as approved by the department.

ARTICULATION OPTIONS

Access to qualifications on a lower level

Articulation is possible with a NQF level 7 degree or an equivalent qualification.

Access to qualifications on the same level

The achievement of this qualification should give learners access to certificates and diplomas in this field on the level 8A. Learners who have obtained this qualification may, with the permission of the Dean of the relevant faculty, enter into a range of programmes in the social sciences midstream, 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 compiled 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 programmes exist:

a doctoral degree programme in this field of study.

MODERATION OPTIONS

External processes:

External examiners will be appointed for all NQF level 8A modules by the Dean of the Faculty concerned on the recommendation of the academic department in which NQF level 8A modules are taken.

External examiners and the institutions they represent:

One external examiner per NQF level 8A module, or group of 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 that the assessor should have:

An assessor should:

Have at least a doctoral degree in appropriate field of study or be regarded as competent to act as an assessor by the academic community.

Criteria regarding job or learning experience:

An assessor should:

Be proficient in the subject matter of the learning area in which he/she is assessing.

Criteria regarding experience of or exposure to assessment:

An assessor needs to:

Have a prior assessment experience or be trained in assessment practices at a higher education level:

o as part of qualifying as an education and training practitioner; or
o through a mentoring process; or
o through on the job training; or
o 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 MA with endorsement qualification is registered as a separate qualification only with SAQA. At the Department of Education it is not registered separately, but it is included in the registration of the generic MA.

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.

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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.

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