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: 

Master of Science 
SAQA QUAL ID QUALIFICATION TITLE
6095  Master of 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 10 - Physical, Mathematical, Computer and Life Sciences  Physical Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Level 8 and above  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
This qualification includes the various specialisations in Science. Please refer to "Notes" for details on the specialisations.

The primary purpose of the qualification is to provide MSc graduates with the knowledge, specific skills and applied competence within a specialised discipline or field of study within the Sciences to enable them to do independent research.

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 base of innovative and knowledge-based economic and scholarly activity is widened.

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

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • use a variety of sources.
  • communicate what they have learnt logically and coherently in the medium of instruction.
  • take responsibility for their own progress.

    Recognition of prior learning:

    This qualification recognises:
  • Formal prior learning.
    Students need a Hons BSc or equivalent.
    Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised.
  • Non-formal and informal prior experiential learning
    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 and Senate. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field Outcomes:

    1 The MSc graduate can identify, analyse, formulate, and solve convergent and divergent problems in science and technology creatively and responsibly.

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

    3 The MSc graduate can manage and organize the activities of others responsibly and effectively.

    4 The MSc graduate can collect, analyse, organize and critically evaluate information at an advanced and specialized level as required in the pursuit of the MSc.

    5 The MSc 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 MSc 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 MSc 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 MSc graduate can reflect on and explore a variety of strategies to learn more effectively.

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

    3 The MSc graduate can be culturally and aesthetically sensitive across a range of social contexts.

    4 The MSc 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 MSc graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    Specific outcomes:

    1. Conduct independent research that shows potential to contribute to the discipline.

    2. Demonstrate in-depth knowledge of the topics as specified by the discipline or field of study.

    3. Effectively communicate the defined area of research within the discipline/field of study and the results of that research. 

    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 a major discipline or field of study.
  • use their knowledge and expertise to resolve abstract problems, and analyse and synthesize the existing body of knowledge within a major discipline or field of study.

    2. Demonstrate respect for the scientific opinion of others, and tolerance of diversity through (written and /or oral) reporting without bias.
  • undertake projects of a theoretical and/or practical nature to provide evidence of successful interact with others.
  • use effective leadership skills within the group.
  • organize others into effective working groups.
  • communicate the evidence of these group interactions through (written, oral and /or modern data and telecommunication media) 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 the conventions of scholarship in the discipline under study.
  • apply 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.
  • generate ideas at a complex level as well as use the ideas of others in support of their own (without plagiarism, etc.).
  • evaluate conclusions and premises in their own research.
  • use literacy, numeracy and science conventions competently in written reports.
  • interact with their peers nationally and internationally (e.g. through attendance at conferences, publishing research articles etc.).

    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.

    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 the development of science and technology to the socio-economic development needs of a country.
  • demonstrate comprehensive understanding of the discipline/field of study.

    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 (e.g. analysis, synthesis and evaluation).

    2. Manage diversity and use appropriate conflict-resolution skills.
  • lead groups in academic and professional contexts.
  • apply what they know and study in complex contexts.
  • apply what they know and study at different levels, from personal to professional to academic contexts.
  • contribute to the development of science and technology expertise needed for socio-economic development.

    3. Value cultural diversity.
  • use various skills to draw out the cultural accomplishments and contents of others (e.g., listening skills, empathy, sympathy open-mindedness, etc.)
  • assess the impact of scientific development in specific cultural contexts.

    4. Use the knowledge, skills and attitudes acquired in studying towards the MSc in the service of the community at large (local and global).
  • practically apply his or her knowledge in the real world.
  • identify the MSc skills which are highly valued in the workplace within the relevant discipline.
  • 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 on the job, in the real world, by drawing upon the skills from the MSc (critical thinking, problem-solving, hypothesising, abstraction, numeracy, etc.).
  • demonstrate a work ethic that shows responsibility and accountability towards the employer and the client or community.

    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.
  • demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the MSc qualification.
  • deal with various unknown situations with flexibility and adaptability.

    Assessment Criteria associated with Specific outcomes:

    1. Search the literature and extract relevant references.
  • define the scope of the research.
  • apply relevant research procedures to investigate the given problem.
  • process, analyse and present data.
  • formulate their findings clearly.

    2. Provide a critical overview of the relevant topics.
  • apply acquired knowledge to solving problems.

    3. Arrange the contents of the dissertation in a logical and coherent fashion.
  • use technical presentation, layout and language that should conform with standards expected for submission to a recognized scientific journal.

    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. For tutored Master's degrees, the formative assessment includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes. A scientific article must be written under the guidance of the student's supervisor for both options of the Master's degrees.

    2. Summative assessment: For a tutored Master's, students will write examinations and produce a mini-dissertation. Equivalent assessment such as a portfolio of evidence could assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. Students who do a dissertation only will be evaluated on that product.

    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 MSc, students have a number of options for further study. For example, students may proceed to doctoral study or study towards a postgraduate diploma or certificate with a more professional orientation (e.g. teaching).

    3. An option of the MSc degree in psychological research allows students to register as intern psychologists in the category Research Psychology, with the Health Professions Council of South Africa. 

    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 MSc dissertations and mini-dissertations. 

    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 MSc The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience but for tutoring at MSc level the lecturer will be required to possess at least a Master's 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. 

    NOTES 
    This qualification includes the following specialisations:
  • Master of Science in Geography
  • Master of Science in Environmental Management
  • Master of Science in Environmental Science
  • Master of Science in Applied Mathematics
  • Master of Science in Astronomy
  • Master of Science in Chemistry
  • Master of Science in Mathematics
  • Master of Science in Physics
  • Master of Science in Statistics
  • Master of Science in Computing
  • Master of Science in Astronomy Education
  • Master of Science in Chemistry Education
  • Master of Science in Computing Education
  • Master of Science in Life Science Education
  • Master of Science in Mathematics Education
  • Master of Science in Physics Education
  • Master of Science in Science Education
  • Master of Science in Statistics Education
  • Master of Science in Technology Education
  • Master of Science in Life Sciences 
    		•

    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.