SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Master of Arts: African Languages

SAQA QUAL ID	QUALIFICATION TITLE
4787	Master of Arts: African Languages
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
73940	Master of Arts in African Languages	Level 8 and above	NQF Level 09	180	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Applied competence
The primary purpose of this qualification is to provide qualifying learners with:

The ability to acquire, apply and reflect on linguistic or literary theory relevant to the African languages;

The necessary skills to scrutinize, synthesize and apply the learnt linguistic principles to language data from the African language of specialisation;

The necessary skills to scrutinize, synthesize and apply the learnt principles of literary analysis to any literary text from the African language of specialization;

The necessary skills to conduct field work in the language or literature of specialization;

The necessary skills to apply strategic and analytical thinking skills.

Practice oriented competency:
As regards practice this qualification provides:

0utcomes that enable the learner to have a holistic and reflexive approach regarding the principles and methodology of the teaching practice;

Outcomes that prepare the learner for an advanced career in the teaching profession or the field of a language practitioner;

Outcomes that will enable the learner to learn further in this field;

Outcomes that are relevant to a wide variety of professions in order to handle a large number of problems (the emphasis on language competencies also attributes to versatility in practice)

Benefits to the learners:
This qualification adds significant value to the qualifying learner in terms of:

The development of a scientific attitude;

The development of sensitivity to linguistic communication;

The development of consciousness in terms of language problems in the community and the development of competencies to solve these problems;

a market relatedness for multi-dimensional structures in a developing society that is characterised by the diversity;

Accessibility to further training and study possibilities;

Relevant competencies in the teaching practice or occupation where language proficiency and advanced knowledge of language is essential.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The competencies of this programme entail:

Enabling the competent learner to acquire, apply and reflect on advanced linguistic or literary theory relevant to the African languages;

Equipping the competent learner with the necessary skills to scrutinize and apply the learnt advanced linguistic principles to language data from the African language of specialization;

Equipping the competent learner with necessary skills to scrutinize, synthesize and apply the learnt advanced principles of literary analysis to any literary text from the African language specialization;

Equipping the competent learner with the necessary advanced skills to conduct field work in the language or literature of specialization;

Equipping the competent learner with the necessary advanced skills to apply strategic and analytical thinking skills.

An Honours degree, level 7, specialising in an African (Bantu) language is a prerequisite.

Recognition of prior learning:
A prospective learner who does not meet the general requirements for admission to this programme may apply for admission in terms of the general principles and procedures pertaining to the recognition of prior learning at RAU. The procedures pertaining to RPL entail the following:

The Dean of the Faculty of Arts co-ordinates the application for RPL.

Applications must be forwarded in writing.

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

The application is assessed according to criteria determined by the Board of the Faculty of Arts and includes the following:
The RPL Faculty committee assesses the application under the chairmanship of the Dean in accordance with RAU's policy document on RPL.
Relevant subject experts are co-opted onto the committee.

The committee will assess learners' competencies in order to determine whether they are eligible for
a) access to, or
b) advanced placement in, or
c) recognition of status for this qualification.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learners should be able to:

1. Identify, analyse and reflect on linguistic and literary problems utilizing appropriate general and language specific theoretical frameworks of the sub-discipline and make a unique contribution to the body of knowledge in this field;

2. Work as members of the group to solve particular problems and develop certain problem-solving strategies within the discipline;

3. Manage time and resources effectively;

4. Achieve sustained personal, academic, occupational and professional growth through continuous study and research in the fields of linguistics and/or literature as well as be able to organise, analyse and evaluate critically, using the relevant methodologies underpinning this discipline;

5. Communicate effectively (orally and in writing) in compliance to the requirements of a mini-dissertation and the coursework modules;

6. Be technologically competent with regard t the technological requirements of the sub-discipline and develop a responsibility regarding the environment in which they function;

7. Develop a broad vision regarding the relevance of the acquired knowledge;

8. Master a variety of learning strategies that are applicable to the particular sub-field of study.

9. Develop a responsibility to the community in the sense that reflexive problem-solving strategies can be devised an applied within the community.

10. Be sensitive to the composition of the broader community and the aesthetic wealth that is connected thereto by demonstrating sensitivity to linguistic, literary and cultural diversity.

11. Identify and explore occupational employment opportunities and utilize entrepreneurial opportunities that may present themselves within their careers.

12. Develop competencies that will enable them to be innovative within a society.

ASSOCIATED ASSESSMENT CRITERIA

The learner can: / Does the learner:

1. Demonstrate his/her ability to identify, analyse and reflect linguistic and/or literary problems utilising the appropriate theories and frameworks,

2. Demonstrate his/her communication skills by convincing and persuading his/her peers/lectures of his/her particular point of view taking other's convictions into consideration. Group projects and assignments will form part of the formative assessment;

3. Demonstrate his/her ability to adhere to schedules in terms of class attendance appointments and submission of assignments and furthermore find and utilise sources correctly when doing assignments and preparations for contact sessions

4. Demonstrate his/he ability to collect and analyse data appropriately and write a scientific report evaluating and synthesizing various approaches/theories;

5. Demonstrate his/her ability to use communicative skills that apply to the particular context;

6. Demonstrate his/her ability to utilize the available technology and strategies based on theoretical foundations and show sensitivity towards the environment and the health of others;

7. Demonstrate his/her ability to link the acquired knowledge to other spheres of life;

8. Demonstrate his/her ability to explore different learning/research strategies that are strongly associated with different personality traits such a divergence, assimilation, convergence and accommodation.

9. Demonstrate his/her ability to be responsible towards society and implement problem solving strategies in addressing societal problems;

10. Demonstrate his/her sensitivity towards the diversity in the community by interacting responsibly, ethically and supportively;

11. Demonstrate his/her ability to explore employment and entrepreneurial opportunities that may present themselves in his/her career;

12. Demonstrate his/her ability to be innovative and creative in terms of the application of the acquired cognitive and practical skills.

Formative assessment practices that will be implemented:
Assignments, formative assessment tests and group projects.

Summative assessment practices that will be implemented:
Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of written examinations at the end of the individual modules. The mini-dissertation is assessed by a panel of examiners.

ARTICULATION OPTIONS

Access to qualifications on a lower level:
A learner may gain access from this qualification to an Honours or a postgraduate diploma at NQF level 7.

Access to qualifications on the same level:
None

Access to qualifications on a higher level:
Acquiring this qualification permits the learner to gain access to a doctoral programme in African languages at this or any other tertiary institution.

MODERATION OPTIONS

What external examination process will be implemented?

An external examiner is appointed by the Dean of the Faculty of Arts for each module on the strength of a recommendation of the chairperson of the Department. Such an examiner will receive the course materials, a draft copy of the question paper before the examination is written and the learners' answer scripts. This procedure will ensure that the moderator is adequately equipped to fulfil his/her duties properly.

How many external examiners/moderators will be appointed for this qualification and from which type of institutions or professional bodies will they typically be?
One external examiner who is a lecturer (or former lecturer) from tertiary institution, with subject expertise in the academic field covered by the particular module, will be appointed for each of the elective modules of this qualification. In the case of the mini-dissertation at least one external examiner will be appointed.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Criteria regarding formal qualifications that the assessors should have:
In order to be appointed as external examiners or moderators for any module of this qualification, lectures from other tertiary institutions should be experts in the field of African languages and must have at least an MA qualification.

Criteria regarding job or learning area experience:
Only a person who is or has been a lecturer in African languages at a tertiary institution may be appointed as an external examiner.

Criteria regarding experience of or exposure to assessment:
An external examiner must have gained experience as an examiner at a tertiary institution and must be familiar with the module content before he/she can be appointed as an external examiner for any of the modules in this programme.

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. It is not registered separately with the Department of Education, but 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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