SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Master of Technology: Comparative Local Development

SAQA QUAL ID	QUALIFICATION TITLE
63050	Master of Technology: Comparative Local Development
ORIGINATOR
Tshwane University of Technology (TUT)
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		Public Policy, Politics and Democratic Citizenship
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	240	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 0695/12	2012-07-01	2014-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2015-12-31		2018-12-31

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
96753	Master of Economics in Comparative Local Development	Not Applicable	NQF Level 09	180	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:

The purpose of this Qualification is to provide managerial expertise for local development. It will integrate economics, law, sociology political science into the application of local development principles.

The Qualification is aimed at practicing and prospective managers for the public and private sector context.

People who achieve this Qualification would:

Contextualize development for their communities.

Be innovative managers for local development.

Apply local development principles for any context.

Rationale:

This Qualification addresses the needs of four (4) Southern Africa Development Community (SADC) countries, together with one European Union member. The partnership countries and institutions are:

South Africa: Tshwane University of Technology (convenor).

Botswana: University of Botswana.

Namibia: Polytechnic of Namibia.

Mozambique: St. Thomas University of Mozambique.

Italy: University of Trento.

The Qualification is modeled on a similar qualification adopted by the European Union, and will be recognized by European Union members. For the SADC partners, the Qualification will address the critical need for integrated sustainable local development.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The following learning is assumed to be in place:

Knowledge (at NQF Level 7) of one of the following disciplines:
> Law.
> Economics.
> Management.
> Sociology.
> Political Science.

Research Methodology at NQF Level 7.

Proficiency in English (TOEFL at 60% or equivalent).

Recognition of Prior Learning:

The structure of this qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification.

If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

This Recognition of Prior Learning may allow:

Accelerated access to further learning at this or higher levels on the NQF.

Gaining of credits towards a unit standard.

Obtaining of this Qualification in part or in whole.

Access to the Qualification:

In order to access the qualification, candidates have to comply with the following requirements:

A four-year university degree (minimum) in either economics, law, political science or sociology (or an equivalent qualification).

Fluency in English.

Presentation of a proposal (Project work).

Priority will be given to candidates who are employed in the private, public or nongovernmental sectors related to local development.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Qualification Title:

Master of Technology: Comparative Local Development.

Fundamentals:

Learning components (Modules titles only) allocated; Number of Credits; NQF Level:

Economic Approaches to Local Development; 18 Credits; NQF Level 8.

Legal Approaches to Local Development; 18 Credits; NQF Level 8.

Socio-Political Approaches to Local Development; 8 Credits; NQF Level 18.

Subtotal = 54 Credits.

Core:

Learning components (Modules titles only) allocated; Number of Credits; NQF Level:

Local Development and Entrepreneurship Policies; 18 Credits; NQF Level 8.

Internship; 18 Credits; NQF Level 8.

Financial Aspects of Local Development; 18 Credits; NQF Level 8.

Project Management; 18 Credits; NQF Level 8.

Sustainable Local Development; 18 Credits; NQF Level 8.

Project Work/Dissertation; 60 Credits; NQF Level 8.

Subtotal = 150 Credits.

Electives:

Learning components (Modules titles only) allocated; Number of Credits; NQF Level:

Regional Integration and Multi-level Governance; 18 Credits; NQF Level 8.

European Integration and Multi-level Governance; 18 Credits; NQF Level 8.

Cultural Differences and Organizational Behaviour; 18 Credits; NQF Level 8.

Management of Diversity; 18 Credits; NQF Level 8.

Subtotal Minimum = 72 Credits.
Electives Required = 36 Credits.

(Choice of modules or unit standards and credits) Refer criteria and guideline document for required details. An example of rules:

All the Fundamentals totalling 54 credits are compulsory.

All the Core modules totalling 150 credits are compulsory.

Learners must choose a minimum of 36 credits from the electives.

A minimum of 240 credits is required to obtain the qualification.

EXIT LEVEL OUTCOMES

1. Improve good governance and service delivery at local government level.

2. Optimize localized economic growth, productivity and development through strategic partnerships amongst the public, private and civil society sectors.

3. Improve and develop programme implementation plans and project cycle management activities at local level.

4. Enhance, promote and secure resource and capacity allocation and management at local level.

Critical Cross-Field Ooutcomes: This Qualification addresses the Critical Cross-field Outcomes listed below. A learner who obtains the M. Tech: Comparative Local Development (NQF Level 8), will be able to:

Identify and solve problems of local development at senior or middle management level in which responses display that responsible decisions, using critical and creative thinking, have been made.

Work effective with others as a member of a team, group, organization or community.

Collect, analyze, organize and critically evaluate information on local development.

Communicate local development matters effectively using visual, mathematical and/or language skills, orally and/or as written presentation.

Use science and technology appropriately and effectively, showing responsibility towards the environment and the health of others.

Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Identify and evaluate the policies that can lead to regional integration and multi level governance.

Analyze the effects of regional integration and multi level governance of local development.

Apply theories and models of regional integration in multi level governance to local development.

Discuss and examine the economic, social, political and legal disparities and consequences of regional integration by means of multi level governance.

Evaluate the effects of power distribution and relations on resource flows and opportunities on local development.

Associated Assessment Criteria for Exit Level Outcome 2:

Explain and assess the role of entrepreneurship in local development within the broader context of a developing economy.

Discuss and analyse case studies that are of particular importance for the issue of entrepreneurship in local development.

Differentiate the various policy options for the promotion of entrepreneurship that is appropriate for local development in different contexts.

Identify and analyse the regional competitive advantage as an explanation for the distribution of SMMEs in Southern Africa.

Examine the role of SMMEs in local development.

Associated Assessment Criteria for Exit Level Outcome 3:

Explain the process and context of project management.

Evaluate deliverable options of project management.

Discuss the means of achieving the deliverable objectives.

Apply the relevance of project management to community development projects, disaster management and HIV/AIDS.

Analyse the importance of technology for project management.

Associated Assessment Criteria for Exit Level Outcome 4:

Analyse and debate the legislations governing investments and the establishment of new firms.

Identify and appraise the role of the financial systems from a macro-economic stand point.

Conceptualise and evaluate the performance of the institutions and Micro credit instruments in use.

Discuss and analyse various financial policy implications in local development.

Examine the role and effectiveness of International institutions in the local development debate.

Integrated Assessment:

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.

Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification should be integrated.

Assessment of fundamental components should be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment should be provided through:
> Portfolios.
> Simulations.
> Workplace assessments and practical workbooks.
> Written assignments.
> Written tests.
> Case studies and case presentations.
> Peer group evaluation.
> Competency evaluations of clinical skills.
> Face to face contact with learners.
> Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
> Assessment should ensure that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner.

INTERNATIONAL COMPARABILITY

This Qualification is modeled on a similar qualification adopted by the Balkan States as well as other European Union countries.

ARTICULATION OPTIONS

This qualification allows for both horizontal and vertical articulation.

Vertical articulation can occur with the:

PhD: Economics or Law or Sociology or Public Administration or Management, and NQF Level 8 (or NQF Level 10 of the New HEQF). At Tshwane University of Technology, a student may also be able to pursue the D. Tech: Organizational Leadership. The Polytechnic of Namibia is in the process of introducing PhD qualifications, and students will be catered for in the future.

Horizontal articulation can occur with:

Master's/M Tech: Economics or Law or Sociology or Public Administration or Management and NQF Level 8 (or NQF Level 9 of the New HEQF).

MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered and appointed by the provider according to existing moderation guidelines of the Higher Education Quality Committee (HEQC) or relevant ETQA.

Any institution offering learning of this qualification must be accredited as a provider with the HEQC or relevant ETQA.

Assessment and moderation of assessment will be overseen by the HEQC or relevant ETQA, according to the HEQC or ETQA policies and guidelines for assessment and moderation.

Moderation should also validate the achievement of competencies and assessment processes as described in exit level outcomes and integrated assessment options as described in the qualification.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Individuals carrying assessment of the qualification must comply with the minimum standards as laid down by the HEQC or relevant ETQA. They must:

Have a similar qualification at one level higher than the level of the qualification.

Meet the criterion of minimum number of years of experience required of the assessor (in compliance of HEQC and Senate/Council requirements).

REREGISTRATION HISTORY

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

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.

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.	Tshwane University of Technology (TUT)