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 in Botany 
SAQA QUAL ID QUALIFICATION TITLE
74025  Master of Science in Botany 
ORIGINATOR
University of Johannesburg 
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  Environmental 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 
The primary purpose of this qualification is to provide qualified scientists who can identify, evaluate and address problems associated with the biological and/or earth sciences in South African and international context at the highest levels. Through the acquisition of appropriate competence and research ability they will be able to enter a range of professional and entrepreneurial opportunities. These could include positions as senior research officers or educators with a range of possible employers in industry or tertiary institutions or allow them to establish enterprises of their own in a variety of plant-related areas of endeavour as entrepreneurs or top-level advisors. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
A learner who claims to have achieved entry requirements through experiential learning will be assessed. If the learner is found to be competent, the learner may gain:
  • Access.
  • Advanced placement.
    Or
  • Recognition of Degree status will be granted on condition of continued study.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Science in Botany, NQF Level 8.
  • Postgraduate Diploma in Botany, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:
    1. Identify a problem, formulate an appropriate hypothesis, generate experimental data, and make correct interpretations and appropriate deductions.
    2. Work harmoniously with co-workers in the same working environment, to work in groups with others in the solution of problems and the carrying out of projects.
    3. Work independently in the mastery of subject contents, the performance of practical projects and the compilation of reports.
    4. Plan and execute a research and relate the findings to the existing body of knowledge in the field.
    5. Find, evaluate and integrate technical literature, use appropriate and correct technical language and terminology in reports.
    6. Perform the practice of science and technology effectively and responsibly without endangering the environment or the well-being of co-workers.
    7. Plan an investigation with due regard to the impact of the problem and its solution on the ecological and social environment and modify the proposal if required.
    8. Use different techniques to assimilate data, by either reading, discussion, reporting and presentation of projects and seminars.
    9. Participate responsibly in activities that impinge on societal quality of life.
    10. Investigate further possibilities of training and employment.
    11. Investigate further possibilities of training and employment.
    12. Investigate and evaluate entrepreneurial possibilities in the appropriate field and also the relevance of the chosen field in society. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The learner can:
    1. Display thorough knowledge of the field of enquiry:
  • Formulate an appropriate hypothesis.
  • Plan and carry out an appropriate experimental program.
  • Analyse results obtained correctly.

    2. Display an ability to co-operate with fellow learners:
  • Display an ability to contribute meaningfully to group efforts to work on a problem.
  • Display an ability and readiness to accept a responsible part in a group effort.

    3. Display a mastery of subject material by independent study:
  • Display the ability to work on a project of high complexity successfully.
  • Prove the ability to write a project or progress report of high standard independently.

    4. Present a suitable project proposal on a topic:
  • Be able to motivate the reasoning behind the proposal satisfactorily.
  • Be able to perform the actions required to complete the collection of information.
  • Be able to relate the information obtained to that which is known.

    5. Display a knowledge of current information retrieval systems and processes:
  • Demonstrate a mastery of the use of technical and professional language and terminology.

    6. Demonstrate awareness and recognition of the need for careful and correct laboratory techniques:
  • Demonstrate the ability to use appropriate technology correctly, safely and responsibly.

    7. Present a project proposal in which all the appropriate and aspects relating to the broad social and environmental considerations, are addressed:
  • Be able to suggest possible changes in the proposal should certain aspects not turn out as expected.

    8. Show awareness of the need for different ways of learning and assimilation of knowledge by electronic retrieval systems, libraries, correspondence and personal contacts at meetings:
  • Show awareness of the need for continued study to remain constantly up to date.

    9. Demonstrate awareness of the effects of pollution and industrialisation on the environment:
  • Demonstrate awareness of the need for responsible management of environmental and biological resources and diversity.

    10. Demonstrate an awareness of where the chosen field of study impinges on society and where further studies may be done. This includes medicinal, industrial, recreational and aesthetic considerations.
    11. Demonstrate the ability to relate the field of study to society and thus know where those skills are likely to be required.
    12. Demonstrate the knowledge of what the chosen field of study involves and how it can be used for entrepreneurial activity:
  • Show understanding of how the field of study impinges on society.

    Integrated Assessment:

    Formative assessment practices that will be implemented:
  • Assessment of the short dissertation as well as the taught courses will be mainly by formal and informal seminars on aspects of the study.

    Summative assessment practices that will be implemented:
  • Integrated assessment, focusing on the achievement of the Exit-Level Outcomes, will be done. The courses taught in the study will be evaluated by the final examination in each course. Summative assessment of the dissertation submitted will be by highly qualified evaluators. All evaluators will be highly qualified and appointed by the university. 
    		•

    ARTICULATION OPTIONS 
    The qualification allows for horizontal and vertical articulation possibilities:

    Horizontal Articulation:
  • Master of Philosophy in Botany, NQF Level 9.
  • Master of Philosophy in Education Botany, NQF Level 9.

    Vertical Articulation:
  • Doctor of Science in Botany, NQF Level10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Johannesburg 


    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.