SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Master of Arts: Comparative Labour Studies

SAQA QUAL ID	QUALIFICATION TITLE
4613	Master of Arts: Comparative Labour Studies
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		Industrial & Organisational Governance and Human Resource Development
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 ability to grasp the theory and methodology of comparative Labour Studies and to develop an in-depth understanding of current debates in Labour Studies. He/she will be able to apply that knowledge to labour issues in the Southern African context and compare labour developments in different countries and across historical periods. In addition, a qualifying learner will be able to plan, design and execute research, using appropriate methodology and report on research findings. He/she will be able to understand, interpret and analyse research data.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

To enrol for this qualification, a potential learners need to demonstrate the following competences:

*The ability to write academic texts;

*The ability to write a research proposal and report;

*The ability to orally present and defend an argument that is supported by evidence;

*The ability to engage with and critique the ideas of their peers in a constructive manner;

*The ability to design, plan, and execute a meso-level research task, based on a theoretical framework in a group context on an immediate level, to reflect on their own research and report on research findings;

The ability to search for, access, organise and interpret information on an intermediate level.

The ability to use various information and communication technologies in an academic environment;

*The ability to discuss the theory and methodology of social sciences and to be able to contribute to current debates in the social sciences at intermediate level;

*The ability to, critically and creatively, describe and apply different theoretical models and construct specific social problems in authentic South African contexts at an intermediate level.

Potential learners should be in possession of an Honours degree in social sciences at NQF level 7, with a minimum of 120 credits. Potential learners who are not in possession of such a qualification, but who are in possession of a qualification that could be regarded as equivalent to such a qualification, must apply to the Accreditation Committee of the Faculty of Arts for accreditation.

Recognition of prior learning:
Potential learners who do not meet the formal entry requirements, need to provide proof of an equivalent qualification, or need to apply, in writing, to the Departmental Chairperson of the Department of Sociology 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 of Sociology, 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
g) access to,
h) advanced placement in, or
i) recognition of status for this qualification

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learners should be able to:

1. Critically and creatively, describe and apply different theoretical models and constructs in Comparative Labour Studies to specific social problems in authentic South African contexts, at an advanced level; discuss and compare labour developments in different countries and across historical periods; reflect on their own problem-solving skills process;

2. Work in an interdisciplinary team and reflect on their own participation in groups;

3. Accept responsibility for their own learning in terms of time-management and quality of work at an advanced level; and work independently;

4. Design, plan, and execute a research task, based on a theoretical framework within an authentic context; reflect on their own research; report on research findings; and to do this at an advanced level;

5. Engage with and critique in a constructive manner the ideas of their peers and others;

6. Use science and technology, effectively and critically, based on a theoretical framework at and advanced level, showing responsibility towards the environment and the health of others, reflecting on this process;

7. Provide innovative solutions to specific social problems in the Southern African region by taking race, ethnicity, political issues, gender and multi-culturalism into account;

8. Search for and access appropriate resources, employing a range of learning strategies and technologies within the field of Comparative Labour Studies.

9. Develop responsibility towards other members of society;

10. Project cultural and aesthetic sensitivity towards people from different cultures, based on theoretical knowledge; reflect on this process;

11. Develop employment-seeking skills within the field of Comparative Labour Studies;

12. Explore entrepreneurial possibilities within the field of Comparative Labour Studies.

ASSOCIATED ASSESSMENT CRITERIA

The learner demonstrate that he/she

1. Is able to provide an in-depth discussion and critique of theoretical models in the field of Comparative Labour Studies; is able to apply theoretical constructs and models in authentic Southern African contexts at an advanced level; is able to discuss and compare labour developments in different countries and across historical periods and has the ability to reflect on his/her own problem-solving process;

2. Interacts well with his/her peers; contributes positively towards an end product in an interdisciplinary team context; contributes to class and/or seminar discussions; is able to present seminars and has the ability to reflect on his/her own participation in groups;

3. Has the ability to take responsibility for his/her learning through time management as well as ensuring that the quality of his/her work is of an acceptable standard at an advanced level; and is able to work independently;

4. Can formulate a research question within an authentic context; can distinguish between different methodological approaches to social research; is able to use an innovative methodological approach to answer a research question; is able to select a methodology appropriate to a specific research question; selects and uses appropriate data-collection techniques; interprets research data accurately; can discuss the importance of, and uphold, high ethical standards in conducting research; recognizes the limitations of his/her research design; addresses validity and reliability concerns raised by the research design and is able to defend the validity and reliability of the study; reports research findings accurately; writes the research report in an appropriate register; structures the research report in an appropriate and transparent manner; makes a logical coherent argument and is able to reflect on his/her own research; is able to present the research results to an academic audience at an advanced level;

5. Interacts well with his/her peers and others; critiques a research proposal or argument put forward by a peer in a logical and coherent manner; uses the appropriate register and displays cultural sensitivity in critiquing an argument put forward by someone else.

6. Is able to make a decision and support it by relevant theory and experience; is able to put together a bibliography in the appropriate style; can source material making use of a range of technologies; is able to find relevant and up-to-date information; is able to use appropriate media when doing presentations; takes the environment and the health of others into account in this process; and critically reflects on arguments put forwards by authors;

7. Develop innovative solutions to the challenges and problems facing the Southern African region; is able to apply theoretical knowledge to the Southern African region at an advanced level; draws on his/her own experience; and takes race, ethnicity, political issues, gender and multi-culturalism into account in the process;

8. Is able to explore and reflect on learning skills and strategies appropriate to the context of Comparative Labour Studies at an advanced level;

9. Shows responsibility towards other members of society;

10. Is able to project cultural and aesthetic sensitivity to people from different cultures; applies theoretical knowledge while doing this and able to reflect on this process;

11. Is able to develop employment-seeking skills within the field of Comparative Labour Studies;

12. Is able to identify and develop entrepreneurial opportunities in the field of Comparative Labour Studies.

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:
A range of formative assessment strategies is used. Formative assessment strategies include, among others, short essays, oral class presentations to a group of peers and practical computer-based activities, personal interviews and practical projects. Opportunities for peer assessment are included.

Summative assessment practices that will be implemented:
Integrated assessment, focusing on the achievement of the exit-level outcomes, include the drafting of a research proposal and the writing of a research report, as well as summative assessment on essays and an oral examination.

ARTICULATION OPTIONS

Access to qualifications on a lower level:
A potential learner should be in possession of an Honours degree in the Social Sciences at NQF level 7. The achievement of this qualification should give the learner access to certificates and diplomas in this field at level 7.

Access to qualifications on the same level:
The achievement of this qualification should give learners access to certificates and diplomas in this field at level 8. Learners who are (or have been) registered for this (or a related) qualification at another higher education institution or at RAU, may, with the permission of the Dean of Arts, enter the Master's programme in Sociology, Industrial Sociology or Historical Studies mid-stream, given that the rules of access have been complied with. Such learners will therefore 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:
A Doctoral programme in Comparative Labour Studies, Sociology, Industrial Sociology or Historical Studies.

MODERATION OPTIONS

External processes:
External examiners will be appointed for each of the modules on NQF level 7, by the Dean of the Faculty of Arts on recommendation by the Department of Sociology.

External examiners and the institutions they represent:
One external examiner will be appointed for each module on NQF level 7. The external examiner will be selected from other higher education institutions or from the ranks of practising professionals in research institutions.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Criteria regarding formal qualifications that an assessor should have:
An assessor should, at least, have a Master's degree in Industrial Sociology, Sociology or Historical Studies or a related field of study, and/or be regarded as an expert in the subject field and competent to act as assessor by the academic community.

Criteria regarding job or learning area experience:
An assessors should be proficient in the subject matter of the learning area in which he/she is assessing and have good interpersonal skills.

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 training or;
*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 registerd as a separate qualification only with SAQA. At the Department of Education it is not registerd separately, but is incuded 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.

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