SAQA 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 Arts: Social Science 
SAQA QUAL ID QUALIFICATION TITLE
5429  Master of Arts: Social Science 
ORIGINATOR
University of South Africa 
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  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  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 
The primary purpose of the qualification is to provide MA(SS) graduates with the knowledge, specific skills and applied competence within the field of social work and welfare services, to provide opportunities for advanced professional competent, personal, intellectual growth, gainful economic activity and valuable contributions to society.

A second purpose of the qualification is to provide South Africa (and other countries) with graduates in specialised fields of study in order to ensure that the leadership in the social and welfare services consists of people who have advanced knowledge and skills which can contribute to the improvement of service delivery.

A third purpose of the qualification is to provide South Africa (and other countries) with people who can play an innovative role as intellectual leaders in their professional society. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • use a variety of sources, for example published, documentary and oral.
  • communicate their ideas coherently, logically and fluently in the medium of instruction.
  • display a thorough knowledge of the field gained through study and experience.
    take responsibility for their own progress and advancement.

    Recognition of prior learning:

    This qualification recognises:
  • Formal prior learning
    Students need a BA (SS) Hons or equivalent or a BA(SS) degree (four years).
    Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    A Master's degree which comprises a dissertation only cannot be awarded in part through RPL. A Master's degree which contains course work could be awarded in part through RPL. The university is investigating an RPL policy which will be debated by Faculties. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field Outcomes:

    1 The MA(SS) graduate can identify, analyse, formulate, and solve convergent and divergent problems of living, of individual and societal kinds, creatively and responsibly.

    2 The MA(SS) graduate can work effectively with others as a leader of a team, group, organization, community, and provide leadership to the group output.

    3 The MA(SS) graduate can manage and organize the activities of self and others responsibly and effectively.

    4 The MA(SS) graduate can collect, analyse, organize and critically evaluate information at an advanced and specialized level.

    5 The MA(SS) graduate can communicate effectively using visual, mathematical and/ or language skills in the modes of oral and/ or written presentation, in sustained discourse.

    6 The MA(SS) graduate can use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.

    7 The MA(SS) graduate can demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

    Developmental Outcomes:

    1 The MA(SS) graduate can reflect on and explore a variety of strategies to learn more effectively.

    2 The MA(SS) graduate can play a leading role as a responsible citizen in the life of local, national and global communities.

    3 The MA(SS) graduate can be culturally and aesthetically sensitive across a range of social contexts.

    4 The MA(SS) graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    5 The MA(SS) graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    Specific outcomes:

    1 Analyse, transform and evaluate existing knowledge by systematically and effectively applying the principles of sound research practices.

    2 Engage in advanced independent critical thinking and apply his/her knowledge of methodology and theory in creative problem solving, often within an interdisciplinary context.

    3 Communicate effectively the defined area of research within the discipline/field of study, and the results of that research.

    4 Display advanced technical knowledge in an area of research or within an interdisciplinary context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria associated with Critical Cross-field Outcomes:

    1. Identify, analyse and solve complex and advanced abstract problems by drawing on their own experience as well as theoretical knowledge within the social work and related field of study.
  • use their knowledge and expertise to resolve problem-solving at an individual, group and community level.

    2. Show evidence of 'people skills' (tolerance, empathy, listening skills, etc.) in group situations.
  • demonstrate respect for the opinion of others through (written and /or oral) reporting without bias.
  • deal constructively with diversity through, unbiased written and oral reporting
  • plan and direct welfare projects and successfully interact with others.
  • use effective leadership skills in the field of social and welfare services.
  • facilitate participation in groups dealing with welfare matters.
  • communicate the outcome of these group interactions through (written and /or oral) reporting.

    3. Demonstrate the requisite theoretical skills and learning strategies at an advanced level.
  • organize their study plans and engage in effective time management.
  • evolve strategies best suited to their own and others' situations and contexts.
  • think independently and offer sustained theoretical evidence to support their decisions.
  • assess their own strengths and weaknesses and develop organizational strategies.

    4. Use the full range of library and other resources at an advanced level.
  • integrate complex and specialized information from a variety of sources.
  • act responsibly as a researcher and scholar (e.g., appropriate and accurate referencing, avoiding plagiarism, etc.).
  • follow conventions of scholarship in the discipline under study.
  • follow relevant conventions and guidelines to their academic and personal purposes.
  • critically analyse and generate evaluation and synthesis of information and concepts at an abstract level.
  • suggest complex and advanced arguments within a major research area.

    5. Communicate their ideas lucidly and coherently and provide supporting evidence in a sustained manner.
  • evaluate conclusions and premises in their own research.
  • use language competently in written (and/or oral) conventions relevant to the discipline.
  • use statistics responsibly in support of their ideas.

    6. Use scientific methods of investigation, testing and evaluation.
  • select technology to suit the needs of the individual or group.
  • use and promote the use of natural resources in a sustainable way.
  • show respect for and a responsible attitude towards science and technology.
  • demonstrate a consideration of the ethics involved in science and technology issues, and in dealing with stakeholders and consumers of services.
  • show respect and openness towards the psychological, health and physical environment of others.

    7. Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them.
  • look beyond and across traditional disciplinary boundaries for possible solutions.
  • relate social welfare issues to broaden social, economic and political patterns locally and globally.
  • demonstrate comprehensive knowledge of the discipline/field.

    Assessment Criteria associated with Developmental Outcomes:

    1. Apply what they study in different contexts, both personal and public, real and simulated.
  • show evidence of advanced study and research skills, selection, analysis and evaluation.

    2. Deal constructively with diversity and have appropriate conflict-resolution skills.
  • lead groups in the field of social and welfare service.
  • apply what they know and study in culturally diverse contexts.
  • apply what they know and study at different levels, from personal to professional academic contexts.

    3. Deal constructively with diversity and the opinions of others.
  • use advanced social work skills and knowledge and the cultural accomplishments and context of others to facilitate, (e.g., listening skills, empathy, change and empower stakeholders and consumers acceptance and respect).
  • accept and respect self and others.

    4. Use the knowledge, skills and attitudes in the advanced studies in the service of the community at large (local and global).
  • practically apply his or her knowledge in social work practice and in the wider context.
  • identify the skills which are highly valued in the workplace within social work and welfare services.
  • use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • deal effectively with complex problems and tasks set them in their practice and in the wider world, by drawing upon the knowledge, skills and values from the advanced studies (critical thinking, problem-solving, conflict resolution, etc.).
  • demonstrate a work ethic that shows responsibility and accountability towards the employer, the profession and the community, and consumer.

    5. Create job opportunities in whatever situation they find themselves.
  • have a realistic view of their own worth and value to contribute to their local community and global society, and can communicate that value to others.
  • demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the advanced qualification.
  • deal with complex situations with flexibility and adaptability.

    Assessment Criteria associated with Specific outcomes:

    1. Provide an autonomous and coherent review and integration of recent and major literature.
  • clearly demarcate the scope of the research and isolate relevant issues.
  • formulate advanced responses to resolve complex concrete and abstract problems.
  • demonstrate that he/she is thoroughly conversant with the research methods relevant to the area of research.
  • document the problem statement and aims and objectives, the research design or plan, modus operandi, results and conclusions in an academically respectable and acceptable manner.

    2. Analyse and synthesize variable, complex and specialized information to show its relevance to the area of research.
  • independently report on and evaluate information within the area of research.
  • demonstrate an understanding of the relevant argument.
  • show critical acumen.
  • show independence and insight.
  • analyse complex data independently.
  • apply theory to practice.

    3. Present material clearly and systematically.
  • argue logically.
  • communicate using style and presentation acceptable to the discipline/field of study.
  • provide a good critical overview of the material.

    4. Document research with complete accuracy.
  • use a systematic and consistent approach to technical issues such as the layout of the dissertation or other required project.

    Integrated assessment for the purpose of the qualification:

    1. Formative assessment: Learning and assessment are integrated. Formative assessment is a continuous and personal process of interaction between the lecturer and the student when the means of assessment is dissertation only.
    2. Summative assessment: Summative assessment tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes. Students are evaluated on their dissertation.
    3. Integrated assessment: All assessment will integrate knowledge, skills and attitudes and applied competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparators:
    Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly; for example, Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    1. The qualification will articulate with those of other tertiary institutions and with other qualification. For example, recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. Upon completion of the MA(SS), students may proceed to doctoral study. 

    MODERATION OPTIONS 
    Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

    In addition, external examiners act as moderators of examination papers and marked scripts for Unisa modules. At least one external examiner is also appointed to examine MA(SS) dissertations and mini-dissertations.

    In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment might be initiated for some learning programmes leading to the MA(SS). The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience but for tutoring at MA(SS) level the lecturer will be required to possess at least a MA(SS) degree. In the case of workplace assessment, appropriate professional criteria will be drawn up for each programme. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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 South Africa 


    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.