SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Master of Arts: Afrikaans

SAQA QUAL ID	QUALIFICATION TITLE
4583	Master of Arts: Afrikaans
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 04 - Communication Studies and Language		Language
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
73941	Master of Arts in Afrikaans	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 applied competence in the acquisition, analysis, interpretation and understanding of advanced literary and linguistic principles and methods. The qualification prepares learners for a language-based career, and it provides a basis for further learning.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The learner should have obtained a BA Honours as formal qualification. The focus of the qualification may be either linguistic or literary by nature. Credits that the learner acquires here are a minimum of 128 at the NQF level.

Recognition of prior learning:
In line with University policy, which entails the following procedures:

The Dean of the faculty of Arts is in overall control of the procedure.

Applications must be in writing.

A certain amount is payable for the assessment of the application.

The application is being assessed according to a procedure according to criteria set by the Faculty Council (Arts) and which include the following:

An RPL faculty committee assesses the application - under the chairmanship of the Dean and in accordance with the RAU's policy document on RPL.

Relevant experts are part of this committee.

Successful applicants will gain access, or receive advanced placing or recognised status.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

1. The learner should be able to find solutions to the research problem through the process of research and the acquisition of methodological research skills.
The learner should be able to demonstrate the ability to collect, analyse, organise and critically evaluate information from the core of the research product.

2. The learner should be able to develop skills in teamwork in the relationship between himself/herself and the supervisor.

3. The learner should be able to organise and manage the research process and demonstrate this ability in the process of consultation with the supervisor.

4. The learner should be able to demonstrate the ability to collect, analyse, organise and critically evaluate information from the core of the research product.
The learner should be able to demonstrate the ability to identify and explore new research problems and then communicate through research articles, a mini-dissertation and seminars.
The learner should be able to find solutions to the research problems through the process of research and the acquisition of methodological research skills.
The learner should be able to interpret cultures (in this case South African and especially Afrikaans culture) as maps of meaning through which the world is made intelligible. These maps of meaning are understood by studying (Afrikaans) linguistics and literature.

5. The learner should be able to find the solutions to the research problem through the process of research and the acquisition of methodological research skills.
The learner should be able to communicate the research results by means of seminars and a mini-dissertation.

6. The learner should be able to organise and manage the research process and demonstrate this ability in the process of consultation with the supervisor.
The research undertaken opens up visions and provides self-confidence to the learner to accept new challenges and thus entrepreneurship is enhanced.

7. The learner should be able to reflect on the micro- and macro-environment as linguistics and literature originate from within a community and as such all research related to linguistics and literature is directly involved in the micro- and macro-environment.
The learner should be able to interpret cultures (in this case South African and especially Afrikaans culture) as maps of meaning through which the world is made intelligible. These maps of meaning are understood by studying (Afrikaans) linguistic and literature.

8. The learner should be able to demonstrate the ability to identify and explore new research problems and then communicate through research articles, a mini-dissertation and seminars.
The learner should be able to find solutions to research problems through the process of research and the acquisition of methodological research skills.

9. The learner should be able to reflect on the self and the community because, in the study of linguistics and literature, cultures are explored and knowledge of the self and the other is gained with the result that learners can participate as responsible citizens in the life of local, national and global communities.
The learner should be able to interpret cultures (in this case South African and especially Afrikaans culture) as maps of meaning through which the world is made intelligible. These maps of meaning are understood by studying (Afrikaans) linguistics and literature.

10. The learner should be able to reflect on various cultural products (linguistics and literature) and demonstrate a cultural and aesthetic sensitivity by means of seminars and a mini-dissertation.
The learner should be able to interpret cultures (in this case South African and especially Afrikaans culture) as maps of meaning through which the world is made intelligible. These maps of meaning are understood by studying (Afrikaans) linguistics and literature.

11. The learner should be able to develop articulateness to market him/herself more effectively and with more confidence.

12. The research undertaken opens up visions and provides self-confidence to the learner to accept new challenges and thus entrepreneurship is enhanced.

ASSOCIATED ASSESSMENT CRITERIA

1. Does the learner demonstrate solutions for the research problem through the research process and does he/she communicate these solutions by means of seminars, a written exam and a multi-dissertation?

2. Does the learner sustain team spirit throughout the co-operation required to complete the mini-dissertation?

3. Does the learner display and demonstrate self-responsibility by presenting and defending research results?

4. Does the learner demonstrate research skills through the research process?

5. Does the learner aptly describe and explain the research procedure, and write coherently and clearly in the mini-dissertation?
Does the learner display an ability to defend his/her research verbally in contact sessions with the supervisor?

6. Does the learner demonstrate the use of technology for research and communication in his/her mini-dissertation?

7. Does the learner show understanding of the macro-environment in the mini-dissertation?

8. Does the learner display in the mini-dissertation that the scientific theory and methodology are being understood?

9. Does the learner prove that he/she is able to reflect on the South African society in a responsible way by making use of a specific cultural point of entry?

10. Does the learner show cultural and an aesthetic sensitivity to cultures and also the ability to interpret cultures as the maps of meaning through which the world is made intelligible?

11. Does the learner demonstrate that he/she can market him/herself?

12. Does the learner demonstrate in the mini-dissertation that new viewpoints and insights have been achieved?

Formative assessment practices that will be implemented:
Research papers and presentations. Consultations with supervisor/(s).

Summative assessment practices that will be implemented:
Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of:
Tests
Assignments
Written examinations - two three-hour papers comprising four modules each, have to be passed
Mini-dissertation

ARTICULATION OPTIONS

Access to qualifications on a lower level:
Articulation is accomplished with a BA Hons (majoring in Afrikaans language or linguistics).

Access to qualifications on the same level:
Other diplomas, certificates or degrees at level 7.

Access to qualifications on a higher level:
Having obtained this qualification, the learner may continue to read for PhD or Dlitt et Phil in Afrikaans linguistics or literature.

MODERATION OPTIONS

An external examiner will be appointed by he Dean of the faculty of Arts on recommendation by the Department of Afrikaans.

Appointment of one external examiner for an MA. An external examiner should have a Master's degree in Afrikaans or linguistics or Literary Theory and should be from another higher education institution. An external examiner could also be a person with a level 8 quaification from another institution practising his or her field of study.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Criteria regarding formal qualifications that the assessors should have:
MA in Afrikaans or Linguistics and Literary Theory

Criteria regarding job or learning area experience:
Proven research record and/or experience in the field.

Criteria regarding experience of or exposure to assessment:
A person with a proven research record (at level 8) and/or experience in the field may be suited to be an assessor in spite of lack of experience or exposure to assessment. In such a case it is recommended that at least one of the external examiners should have experience of 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 has been recorded 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.

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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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