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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: |
| Master of Science: Housing |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 49927 | Master of Science: Housing | |||
| ORIGINATOR | ||||
| University of Witwatersrand | ||||
| 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 12 - Physical Planning and Construction | Physical Planning, Design and Management | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 240 | Level 8 and above | Level N/A:Pre-2009 was L8+ | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2018-12-31 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2019-12-31 | 2022-12-31 | |||
| 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 |
| Purpose:
The MSc(Housing) qualification provides the professionally qualified learner with specialised skills, knowledge and values in the interdisciplinary field of housing, or to study further at a Doctoral level. It adds value to the learner through enhanced career opportunities and through increased status within the built environment and academic professions, and the recognition in the wider community. Society is benefited through the development of housing specialists with a variety of backgrounds, who are able to analyse housing inadequacies, from the technical, environmental, spatial, cultural, economic, social and political and theoretical angles, expand the alternatives for housing intervention, within an understanding of international frameworks, and exercise leadership skills. The learner will contribute to strengthening the housing sector, and to the creation of sustainable housing environments which respond to the needs and values of the community. The purpose of a new MSc Housing is to replace the current 5 master degrees in the field of housing: MA housing; MArch Housing, MSC TRP housing, MSc Building housing, MSc QS Housing. This will streamline the Postgraduate Housing Programme, reduce the current cumbersome coordination work, and allow for a more efficient and cost effective running of the programme and more effective marketing of the degree. Rationale: Learners in the MSc Housing will come from a wide range of disciplines (town and regional planners, professional housing developers, social scientists with honours degrees in Sociology, Politics, International Relations, Geography, Management). Many will be established in their disciplines, some already working in the housing sector. They will have the objective of gaining specialist knowledge and skills to be more effective in their field and contributing new knowledge through a research process. Some will wish to increase their career options, e.g. teachers whishing to move from education to housing development. Others will come out of undergraduate degrees, e.g in the Humanities, and recognise housing as a sector with concrete career opportunities. Value will be added though the interdisciplinary nature of the masters degree, the core housing-related competencies to which the learner is exposed (theoretical as well as practical), and the research process through which the qualifying learners explore a housing-related theme of their own interest. Qualifying learners will take up positions in local, provincial and national government departments of housing, housing development and housing finance institutions set up by governments, non-governmental as well as private sector housing organisations, research institutions and councils, housing management institutions, housing /development/ planning consultancies and international agencies. Note: all graduates to date from of the current five master degrees in the field of housing have found employment in housing-related institutions and government organisation and are making relevant contributions to the housing sector. There is a demand for housing as an interdisciplinary field of study, not only in South Africa, but on the African continent as a whole. The existence of bodies such as the Ministry of Housing in South Africa, Housing Departments at all levels of government, and internationally the UN-Habitat, Habitat International Coalition, and many others point to the relevance for specialisation in this field. There has been a steady demand over the past 3 years for the 5 master degrees in the field of Housing offered at Wits University. On average, 80-90 enquiries were made per year, and 9 students were admitted annually (including students from Kenya, Zambia and the DRC, who successfully completed the degrees). With a streamlined housing master degree, Wits University can more effectively meet the national, regional and international demand for this specialisation. Housing is an important sector of the urban economy, and an area of social priority. Housing development has the potential of creating employment and local economic development opportunities. However, if incorrectly conceived, housing development can destroy fragile livelihoods and reduce access to the urban economy. The housing master degree builds sensitivity to these realities, and enables qualifying learners to contribute solutions to social and economic challenges. Johannesburg as a city, with both cutting edge inner city housing innovation and extreme housing deprivation is a rich laboratory for the study of housing problems and solutions. Wits University is well placed to become a leading institution in the developing world to offer specialised postgraduate housing training. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| As this degree in interdisciplinary, the learning assumed to be in place will vary across the different disciplines from which learners enter the degree. Across these disciplines:
Recognition of prior learning: Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above, may be considered for admission and/or recognition or prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission. The university has a Policy on the Recognition of Prior Learning (S2003/1152 & 1153) which guides access to both undergraduate and postgraduate qualifications. Access to the qualification: Admission selection criteria: Selection will take place on the basis of the academic transcript of the applicant (a minimum of 60% average in the 4th year of study is required), references (indicating commitment and capability to perform at a master level), the assessment of a written assignment (with evidence of an ability to structure and formulate a coherent argument). Minimum entry requirements: Any 4-year degree, with a minimum of 60% average in the final year. Rule G4.11.5: A graduate of this or another university recognised by the Senate for this purpose may be admitted to the degree of master if s/he holds a qualification in a field considered by the Senate to be appropriate and which can normally only be taken over not less than four years of full-tine study; or if s/he holds more than one qualification both or all of which are considered by the Senate to be in an appropriate field, and for which the combined number of years of full-time study is not less than four years. The Senate may require an applicant for registration for the degree of master to attend such courses or pass such examinations, oral or written or both, as it deems necessary before admitting him/her as a candidate for the degree. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| NQF level and total credits value for the qualification:
Credits: Total Level 7: 120 Level 8: 120 Total: 240 Syllabus description for the Rules and Syllabus Book Five Category A courses (Compulsory courses): Minimum of one Category B course (Housing Electives): Notional study hours for existing courses: Description for the Rules Book: Length of curriculum: Requirements: Curriculum: Course categories: Category A: Core Compulsory Housing Courses (20 points each) Category B: Housing Electives Research Report (120) Conditions for the award of the degree: |
| EXIT LEVEL OUTCOMES |
| Evidence of planned combination of outcomes which have a defined purpose and will provide learners with applied competence and a basis for further learning.
1. The qualifying learner is competent to cite and analyse theories, concepts and ideas of key local and international authors in the field of housing, to develop theoretical and conceptual frameworks and to apply these to housing policy and practice, thus being competent to critically evaluate existing policy and develop new policy. 2. The qualifying learner is competent to critically analyse the interaction between housing and the social/cultural, economic and biophysical environment, develop approaches to enhance the sustainability of housing and mitigate negative impacts. The qualifying learner is competent to sensitively and constructively engage with local communities and service providers to identify and tackle housing challenges. 3. The qualifying learner understands and is competent to analyse existing and proposed legal and financial frameworks for housing, cite and analyse key positions on legal and financial aspects of housing locally and internationally, to apply these in judging the appropriateness of legal and financial approaches in a given context, and to develop relevant approaches. 4. The qualifying learner is competent to analyse and synthesise key technological and managerial issues of housing as well as the processes of housing construction in a particular context, and to make informed decisions and develop appropriate construction and management approaches for a given social, physical and economic context. 5. The qualifying learner is competent to analyse local and international frameworks, contexts, housing typologies and property market dynamics, in order to understand and develop approaches to enhance the role of cross-sectoral and integrated planning in the housing process. 6. The qualifying learner is competent in advanced analysis, synthesis and application in an area of housing specialisation, be it socio-cultural, managerial, financial, planning or design, thus engaging with complex housing challenges and identifying and solving complex problems by developing theoretically grounded and reflected approaches. 7. The qualifying learner has extensive skills and knowledge in the area of data collection, analysis, organization and evaluation. He/she demonstrates critical analytical thinking to interpret, extend and modify existing bodies of knowledge. He/she is able to evaluate different methods of data manipulation within a range of scenarios, and understands the social and academic consequences of choice of method. Critical Cross Field Outcomes 1, 2, 3, 4, 5, 6, 7 1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6, 7 2, 7 1, 2, 3, 4, 5, 6, 7 2, 4, 5 1, 2, 3, 4, 5, 6, 7 > Reflecting on and exploring a variety of strategies to learn more effectively. > Link to Learning Outcomes: 1, 2, 3, 4, 5, 6, 7 > Participating as responsible citizens in the life of local, national and global communities. > Link to Learning Outcomes: 1, 2, 6 > Being culturally and aesthetically sensitive across a range of social contexts. > Link to Learning Outcomes: 1, 2, 6 > Exploring education and career opportunities. > Link to Learning Outcomes: 1, 2, 3, 4, 5, 6, 7 |
| ASSOCIATED ASSESSMENT CRITERIA |
| 1.
The qualifier is able to: Assessment Methods: 2. The qualifying learner is able to: Assessment Methods: 3. The qualifying learner is able to: Assessment Methods: 4. The qualifying learner is able to: Assessment Methods: Seminars, group and individual projects linked to visits to construction sites, assignments and formal exams. 5. The qualifying learner is able to Assessment Methods: Seminars, group and individual projects, assignments and formal examinations. 6. The qualifying learner is able to: Assessment Methods: 7. The qualifying learner is able to: Assessment Methods: Integrated assessment Integrated assessment will be both summative and formative. The summative component will take the form of a research project, which has design and technical components. Students will be required to formulate a research question, carry out a literature review, design an appropriate research strategy, present a research protocol, carry out the research, evaluate and interpret the results and present their findings as a scientific report. The assessment will thus integrate practical, theoretical and reflective competence and will be examined as an integrated piece of work in an oral examination incorporating verbal, written and visual submissions. In addition there will be objective and structured practical examinations and oral examination which will require integration of information from different areas of the course content. Formative integrated assessment will take place during seminar presentations, discussions and tutorials during which students are expected to participate in self-assessment, peer assessment and assessment by members of the academic staff. |
| INTERNATIONAL COMPARABILITY |
| The only current master degree in housing offered at a university other than Wits is the University of Natal Durban Master of Housing. The University of Cape Town's M Phil in Housing Development and Management has been discontinued after the retirement of its director, Professor Boaden. Across the 5 master degrees in housing at Wits University, there has been a steady annual intake of 9 students (mostly from Gauteng, but also from across Africa, Europe and Japan). The programme coordinator over the past 3 years has noted that each applicant is overwhelmed by the complex structure of the 5 degrees and the question as to which of the 5 degrees is appropriate. A much clearer marketing of a single housing degree will definitely draw more than the current 9 candidates/year.
An internationally comparable degree is the well known but very expensive MSc Urban Housing Management offered by the Institute for Housing Studies (IHS) in Rotterdam. This is a 16 month full time degree with coursework and research, and is targeted at the developing world. Note that for 2004 a Dutch and a German student have chosen to study in the Postgraduate Housing Programme at Wits rather than the IHS in Rotterdam. In the UK, there are several masters degrees in housing, e.g. MA in Housing Studies (Central England University), MSc Housing, MSC European Planning and Housing, MSc International Housing Development (Edinburgh College of Art, Heriot Watt University), MSc Housing Practice (Salford University), MSc Housing Studies (Stirling University). |
| ARTICULATION OPTIONS |
| Relationship to other qualifications/Articulation (on entry, during and on completion of the programme or qualification)
This is an interdisciplinary degree. |
| MODERATION OPTIONS |
| Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. Again, the Senate Standing Orders on Assessment of Students' Academic Performance regulate such matters. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. The University has Senate Standing Orders on Assessment of Students' Academic Performance which regulate such matters.
The procedures described below are broader than an 'assessor' focus: The HR practices and procedures for selecting new staff set the standard, and competence as an assessor is usually demonstrated by the experience the person has, which is probed in the interview and through referees reports. HR policies and practices encourage staff to study further, whether within their disciplines or as educators (e.g. postgraduate qualifications in tertiary education, science education etc.). The HR performance management system places teaching and learning as a key performance area for every member of the academic staff, and within in that KPA, the development of competence in assessment methods is encouraged. The CLTD offers staff induction programmes where the University's policy and standing orders on assessment are explained to new academic staff. The CLTD offers targeted education and training courses, and there is a strong focus on improving assessment practices, e.g. the annual CLTD colloquium on assessment. CLTD also manages the evaluation of courses and teaching staff (called the ASDEC system). Education Development Officers in each faculty assist staff with designing and updating their courses with the inclusion of new teaching and assessment practices. The Staff Development Planning Committee (SDPC) considers applications for funding for training opportunities which have a specific teaching and learning focus, rather than a discipline-based focus. The Senate Committee on Teaching and Learning considers assessment issues which affect the whole University, and the system of periodic reviews (quinquennially) of Schools contains a section on teaching which asks questions on assessment. |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. |
| NOTES |
| Abbreviation:
Duration (Full time and/or part time) |
| 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. |
| 1. | University of Witwatersrand |
| 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. |