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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Psychology 
SAQA QUAL ID QUALIFICATION TITLE
74169  Bachelor of Psychology 
ORIGINATOR
Eduvos (Pty) Ltd (previously known as Midrand Graduate Institute and later to Pearson Institute of Higher Education) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Level 6  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2030-06-30  

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 curriculum of Midrand Graduate Institute's BPsych Programme aims to:
  • Equip qualifying learners with the advanced knowledge and practical skills required to perform effectively as trauma and HIV/Aids counsellors/community workers in Governmental Organisations, Non-Governmental Organisations (NGOs) or Non-Profit Organisations (NPOs) and Community-Based Organisations (CBOs).
  • Develop in learners an appropriate knowledge base as preparation for further learning.

    We believe that the BPsych Programme at Midrand Graduate Institute will provide a different and needed model of higher education in this discipline:
  • As well as providing the students with a solid grounding in the academic theory underpinning the main concepts of the field of Psychology, the curriculum includes a significant experiential component, culminating in a 6-month internship which forms part of the final year curriculum.
  • The combination of practice areas, ie trauma and HIV/Aids is essential for effective functioning in the community psychology environment in South Africa.
  • Also included in the curriculum are a range of more generalised modules, such as Computer Skills, which are regarded as essential to competent functioning in today's workplace environment.
  • Coupled with the curriculum model described above, the classes are small and thus the resulting staff: student ratio makes it possible for students to receive individual and specialised attention.

    The result is a well-rounded graduate who, on successful completion of the curriculum, has the option either of entering the therapeutic environment immediately, or of continuing with further study in the field of psychology.

    Rationale:

    The Professional Board of Psychology has recently introduced the BPsych Registered Counsellor category in order to meet the psychological needs of the South African population at a primary level. Midrand Graduate Institute's BPsych Programme has been developed in line with this development, such that the successful learner will have gained an in-depth knowledge of the major paradigms, principles, methods and theories of psychology and human behaviour.

    Further, the Programme contributes to regional and national goals in a variety of ways, including:
  • Broadening access to and success in higher education through flexible entry and fixed exit standards and through the inclusion of academic support components.
  • Recognition of Prior Learning.
  • Inclusion of certain generic competencies.
  • Ensuring that students will be employable on graduation, but at the same time will have the knowledge base to continue with further learning.
  • Focus on provision of primary psychological services. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The minimum level of learning required for a learner to enter and complete successfully the Midrand Graduate Institute BPsych Programme, is a level equivalent to that required for successful completion, with exemption, of the South African Grade 12 Examination.

    Applicants with either a Psychology III qualification or an Honours in Psychology qualification may be admitted to the Certificate of Equivalence Programme. This programme is a one-or two-year programme, that allows applicants with a suitable qualification to enrol for subjects/modules that will then satisfy the requirements for the BPsych Degree.

    Further, given that the language of instruction is English, a learner entering the programme must be competent in the use of English.

    Recognition of Prior Learning:

    Prior learning is recognised in the following ways:
  • A student, who has completed a specific module/subject at Midrand Graduate Institute, may apply for credit for that module/subject.
  • A student, who has completed the equivalent of a specific module/subject either at Midrand Graduate Institute or at another recognised higher education institution, may apply for exemption from that module/subject.
  • In the case of a practically orientated module/subject, a student who is able to demonstrate appropriate competence may be granted exemption from that module/subject.
  • A prospective student, with either a Psychology III qualification or an Honours in Psychology qualification, may be admitted to the Certificate of Equivalence Programme. This programme is a one- or two-year programme, that allows applicants with a suitable previous qualification to enrol for subjects/modules that will then satisfy the requirements for the BPsych Degree.

    Access to the Qualification:

    Entry requirements:

    General admission criteria:

    A Matriculation (Grade 12) certificate, or equivalent qualification, is the minimum requirement for admission. In order to determine the curriculum for which a student may register, the Midrand Graduate Institute Points System applies:
  • Applicants with Matriculation exemption and a minimum of 25 points may be admitted to the 4-year degree programme.
  • Applicants with Matriculation exemption and between 17 and 24 points may be admitted to the 5-year degree programme (ie Level 1 will be completed over 2 years, year 1 of which will be the Predegree Programme).

    The Predegree Programme has been developed to assist those applicants who, for a variety of reasons, have not gained the academic qualifications necessary for admission to the full first year of an academic programme. This Programme includes a range of modules aimed to improve the student's preparedness for tertiary level study, as well as 2 modules from the standard curriculum, in respect of which modules, students on the Predegree Programme will be required to attend an additional 2 tutorial periods per week.

    Applicants with a Matriculation certificate may apply in writing to the relevant Faculty Head for admission to the programme.

    Mature Age applicants or applicants with non-South African school-leaving qualifications or with previous tertiary experience will be considered individually by the Faculty Head.

    Applicants with either a Psychology III qualification or an Honours in Psychology qualification may be admitted to the Certificate of Equivalence Programme. This programme is a one- or two-year programme, that allows applicants with a suitable previous qualification to enrol for subjects/modules that will then satisfy the requirements for the BPsych Degree.

    Departmental specific criteria:

    As part of the admissions process, applicants will be required to:
  • Complete rigorous questionnaires and/or psychometric tests.
  • Present themselves for an in-depth interview, to be conducted by a departmental panel, consisting of academic staff and supervisors.

    Qualification requirements:

    A student who successfully completes the prescribed curriculum will be awarded the degree of Bachelor of Psychology. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The credit value of the programme was determined as follows:
  • The credit value of individual modules and thus of the programme was calculated using both quantitative and qualitative criteria.
  • Quantitative; the number of credits per module was calculated using the NQF Credit system where one credit represents ten notional hours of active learning.
  • Qualitative; each module was allocated a weighting, based on the level of complexity of the learning outcomes to be attained.
  • The credit value of each module was then calculated by applying the individual module weighting to the total number of credits for the programme.
  • It should be noted that the basic component of the calculation of the credit value of the programme is the actual number of hours (both contact hours and self-study hours) estimated for each module included in the programme.

    Therefore, while the total number of credits given for the learning programme and its related qualifications may seem high, given the specific nature of the BPsych Programme, in particular the requirement for a 6-month full-time internship, we have taken into account the flexibility in regard to the total number of credits, as reflected in the draft New Academic Policy for Programmes and Qualifications in Higher Education, and have given what we believe is an accurate reflection of the programme's requirements.

    Learning components:

    The curriculum for the BPsych Programme is given below:

    Level 1:

    Module Code; Module Name:
  • AGGP111A; General Psychology IA.
  • AAEN101; English I.
  • AAPS111A; Political Science IA.
  • AACS111; Communication Science I.
  • IISK111; Computer Skills.
  • AGGP121B; General Psychology IB.
  • ACLS121; Cultural Studies.
  • AAPS121B; Political Science IB.
  • SBIO121; Biology IB.

    Level 2:

    Module Code; Module Name:
  • AAPT211A; Personality Theories A.
  • AADP211A; Developmental Psychology A.
  • AACP211; Counselling Psychology.
  • SRSS211; Resarch Search in the Social Sciences A.
  • AAAL201; African Language.
  • AAEN201; English II.
  • AAPS211A; Political Science IIA.
  • AAPT221B; Personality Theories B.
  • AADP221B; Developmental Psychology B.
  • AACS221B; Communication Science IIB.
  • SPHY221; Physiolgy II.
  • AAPS221B; Political Science IIB.

    Level 3:

    Module Code; Module Name:
  • SRSS311; Research in the Social Sciences B.
  • AAPP311A; Psychopathology A.
  • AAIT311; Individual Therapy.
  • ALEP301; Legislation and Ethics for Psychology.
  • AHCP311; Health and Community Psychology.
  • SPHAR300; Principles of Pharmacology.
  • AAPP321B; Psyhopathology B.
  • AAAE321; Assessment and Evaluation A.
  • AANP321; Neuropsychology.
  • AASP321; Social Psychology.
  • CLMN321; Leadership and Management in NPOS and CBOS.

    Level 4:

    Module Code; Module Name:
  • AATY411; Traumatology.
  • AATM401; Therapeutic Methods.
  • AACM411; Community Psychology.
  • AHIV411; HIV/AIDS.
  • ATWC421; Trauma: Women and Children.
  • AAAE421; Assessment and Evaluation B.
  • AATT421; Trauma and Treatment.
  • MUINT400; Internship.
  • MURP400; Research Project. 
    		•

    EXIT LEVEL OUTCOMES 
    On completion of Midrand Graduate Institute's BPsych Programme, the qualifying learner should:
  • Be equipped with the advanced knowledge and practical skills required to perform effectively as trauma and HIV/Aids counsellors/community workers in Governmental Organisations, Non-Governmental Organisations (NGOs) or Non-Profit Organisations (NPOs) and Community-Based Organisations (CBOs).
  • Have developed an appropriate knowledge base as preparation for further learning. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Ariteria for Specific Outcomes:

    Assessment criteria are given for Generic competencies, Fundamental competencies and those Core to the BPsych Programme as follows:

    Generic Competencies:

    Does the learner demonstrate:
  • The ability to work as a member of a team.
  • The ability to collect, analyse and present information.
  • A knowledge of the use of technology.
  • The ability to use technology and other methods for communication purposes.
  • The ability to identify and suggest possible solutions to a problem.
  • The ability to organise work requirements so as to meet set deadlines.

    Fundamental Competencies:

    English I:

    Does the learner demonstrate:
  • Critical organised thinking skills.
  • Careful reading skills.
  • Effective composition skills.
  • A basic knowledge of English literature.

    English II:

    Does the learner demonstrate:
  • The ability to use a clear, effective and thoughtful prose style.
  • Improved reading comprehension and critical ability.

    Cultural Studies:

    Does the learner demonstrate:
  • A clear understanding of the concept of culture.
  • A clear understanding of the role of the socialisation process in reinforcing culture.
  • A clear understanding of the role of the mass media as a socialising agent.
  • A clear understanding of how the media has contributed to a culture of globalisation.
  • A clear understanding of the role of technology in the mass media and the impact on culture.
  • The ability to compare the way in which the media is utilised in different cultures.
  • The ability to discuss the impact of the media on identity.

    Political Science IA:

    Does the learner demonstrate:
  • Introductory understanding of the study of Political Science as well as some of the terms and concepts used in the study of Political Science.
  • Knowledge of the concept of political science, political philosophy and comparative politics.
  • An ability to explain concepts and terms used in the study of the various fields of political science and apply them to specific case studies.

    Political Science IB:

    Does the learner demonstrate:
  • An understanding of the roles and functions of political institutions and political parties.
  • An ability to apply specific terms and concepts to the study of South African politics.
  • An ability to critically analyse the nature of the transformation process in South Africa.

    Political Science IIA:

    Does the learner demonstrate:
  • An ability to apply the concepts learnt in the first year.
  • Knowledge of African Politics, the nature of regimes and the role of political parties, leaders and conflict.
  • Effectively compare and analyse forms of government.
  • Understanding of Political Dynamics, political culture, behaviour and legitimacy in both democratic and non-democratic forms of government.
  • An appreciation of the history and importance of international organisations in global politics.

    Political Science IIB:

    Does the learner demonstrate:
  • An ablity to apply the comparative method in case studies of various African regimes.
  • An expanded understanding of the role of international organisations in Africa.
  • An ablity to apply the concepts and ideas introduced in semester one in the study of African Politics.
  • Comprehension of the global perspective as well as elements of International Relations.

    Communication Science I:

    Does the learner demonstrate:
  • An understanding of the basic theories of communication.
  • A firm foundation in all aspects of communication in society and organisations.
  • The ability to apply the theory of communication science to practical examples.

    Communication Science IIB:

    Does the learner demonstrate:
  • An understanding of the principles of public speaking, with particular reference to persuasive situations.
  • The ability to apply the principles of public speaking by delivering a short speech.

    Biology IB:

    Does the learner demonstrate:
  • A sound knowledge of the form and functions of plants and animals.
  • An understanding of the evolutionary history of biological diversity in animals.

    Computer Skills:

    Does the learner demonstrate:
  • A sound knowledge of the theory of and practical skills in Microsoft Windows, Microsoft Word, Microsoft Excel and Microsoft PowerPoint.

    African Language:

    Does the learner demonstrate:
  • An ability to carry out introductions and preliminary social greetings in contemporary isiZulul.
  • An ability to engage in fundamental discourse around trauma and HIV/AIDS in isiZulu.
  • An ability to integrate the effective practices of a counsellor with respect to social and cultural practices.
  • An understanding and appreciation of prevailing attitudes and cultural practices.

    Core Competencies:

    General Psychology IA:

    Does the learner demonstrate:
  • An understanding of the pertinent information and topics of psychology, including its history as well as important areas, issues, controversies and debates.

    General Psychology IB:

    Does the learner demonstrate:
  • A practical understanding of contemporary areas and issues, specifically the basics of psychology within the South African context.

    Personality Theories A:

    Does the learner demonstrate:
  • Solid foundation knowledge around relevant concepts and theories in Personality Psychology, including different paradigms and perspectives on personality theory such as depth psychology approaches, behavioural and learning approaches, person-oriented approaches and alternative perspectives on personality.

    Personality Theories B:

    Does the learner demonstrate:
  • An appreciation of the psychodynamic paradigm.
  • Knowledge of how to use the application of the psychodynamic paradigm in counselling and therapeutic methodologies.

    Developmental Psychology A (Child and Adolescent):

    Does the learner demonstrate:
  • A sound knowledge of the psychological aspects of growth and change in general and of child and adolescent development in particular.
  • Familiarity with the relevant themes and concepts that are consistent with developmental theory, from a cross-cultural perspective.

    Developmental Psychology B (Adulthood and Late Adulthood):

    Does the learner demonstrate:
  • A critical approach to the different contexts and paradigms through which we comprehend adult development as well as the relevant explanatory models used.
  • An ability to apply this knowledge in specific settings, always being aware of cross-cultural issues in growth and ageing.

    Physiology II:

    Does the learner demonstrate:
  • A sound knowledge of some physiological systems and their functions.
  • an understanding of the difference between an external and an internal environment.
  • A sound understanding of how the nervous system operates.
  • A sound understanding of how movement takes place.

    Counselling Psychology:

    Does the learner demonstrate:
  • A sound knowledge of the theory of counselling.
  • The skills necessary to run a counselling session, so as to assess and understand unsymbolised experiences and examine issues.
  • An understanding of person-centred theory.
  • An appreciation of multicultural counselling issues.

    Research in the Social Sciences A:

    Does the learner demonstrate:
  • An applied or practical appreciation of core research techniques (qualitative and quantitative methodologies).

    Research in the Social Sciences B:

    Does the learner demonstrate:
  • An applied or practical appreciation of core research techniques (qualitative and quantitative methodologies).

    Psychopathology A:

    Does the learner demonstrate:
  • An understanding of the assessment and diagnostic processes of psychiatric disorders.
  • An understanding of the components that are essential in making clinical and psychiatric decisions, viz terminology, definitions of abnormal behaviour, diagnosis and the identification of myths regarding abnormal behaviour.
  • A sound knowledge of the aetiology and treatment of abnormality.
  • The ability to be able to apply such knowledge in a clinical setting.

    Psychopathology B:

    Does the learner demonstrate:
  • A knowledge of how multiple understandings of abnormality exist.
  • An understanding of how the meaning attributed to abnormality may vary from culture to culture.
  • An understanding of the relationship between society and pathology.
  • An understanding of issues related to race, ethnicity, gender, social class, etc.
  • A sound knowledge of the current trends in psychopathology.
  • The ability to appraise critically the received view of psychology, especially within the South African context.

    Individual Therapy:

    Does the learner demonstrate:
  • An appreciation of the major approaches and techniques in the field.
  • A knowledge of the more well-known and useful techniques for practical application.

    Legislation and Ethics for Psychology:

    Does the learner demonstrate:
  • A working knowledge of aspects of the law relating to psychology.
  • An ability to be able to counsel a client on the court process.
  • An ability to facilitate the practical application of the law to practical situations.

    Health and Community Psychology:

    Does the learner demonstrate:
  • An understanding of the application of health psychology in the health and social care sphere, drawing on relevant readings and theories.
  • An understanding of the notion of effective, psychologically informed interventions that work to enhance health related behaviours.
  • Practical knowledge regarding the promotion and involvement of communities in psychosocial interventions and their implementation.

    Assessment and Evaluation A:

    Does the learner demonstrate:
  • An understanding of the psychological evaluation and assessment of human behaviour, including test development, necessary ethical considerations, and certain characteristics and properties of measures.
  • An understanding of the design of survey measures and interview schedules.
  • Practical proficiency in test design and development.

    Neuropsychology:

    Does the learner demonstrate:
  • The theoretical knowledge needed to develop a proficient understanding of neuropsychological assessment and intervention.
  • The ability to analyse what happens when the brain is damaged or impaired.
  • Comprehension of the applicability of such theory in clinical settings.

    Social Psychology:

    Does the learner demonstrate:
  • A theoretical understanding of and practical ability in the applications of Social Psychology, covering topics such as prejudice, attitudes; interpersonal attraction, violence and aggression.

    Principles of Pharmacology:

    Does the learner demonstrate:
  • A sound knowledge of the basic principles of pharmacokinetics and pharmacodynamics.
  • A sound knowledge of the process of drug development.
  • An understanding of how to design and run a clinical trial.
  • A sound knowledge of the various schemes by which the drugs are categorised.
  • An awareness of the names of major members of each drug group/category.
  • An ability to assign drugs discussed to a category on "recognition" basis to learn the groups, members of the groups and major group characteristics.
  • An understanding of the mechanisms of action of drug groups.
  • An ability to identify correctly major therapeutic indications.
  • An ability to describe important and unique adverse effects of the drug groups and for specific individual drugs within the group.
  • A sound knowledge of the steps involved in publishing an article in the scientific literature.

    Leadership and Management in NPOs and CBOs:

    Does the learner demonstrate:
  • An understanding of the following topics and ideas.
  • Basic business concepts.
  • The business environment.
  • The functions of NPOs and CBOs.
  • Principles of management.
  • African management skills.
  • The functions of a manager.
  • Systems theory of business.
  • Management of change.
  • Motivation.
  • Business leadership models.
  • The writing of a mission statement and a business plan.
  • Basic financial concepts.
  • Strategic business models relevant to NPOs and CBOs.
  • Marketing.
  • Operations management.
  • Basic human resource management.
  • Basic public relations.
  • The essentials of fundraising in an NPO and CBO.

    Traumatology:

    Does the learner demonstrate:
  • Comprehensive knowledge relating to the field of trauma.
  • The ability to create links between the theory of trauma (including historical and contemporary theories of trauma) and the practice of trauma counselling, especially in terms of how trauma affects the individual as well the social, political and cultural environment.
  • An understanding of the nature of trauma in terms of the event, assessment, intervention and then recovery and prevention.
  • An understanding of and the ability to recognise the symptoms and complexity of traumatic stress in individuals and groups.
  • An ability to apply that knowledge in a counselling/debriefing setting.

    Therapeutic Methods:

    Does the learner demonstrate:
  • The ability to analyse critically the different approaches to counselling, examining important topics and issues in the field of counselling from a practical point of view.
  • The eclectic skills needed to conduct effective counselling in a range of settings, dealing with various issues and experiences.

    Community Psychology:

    Does the learner demonstrate:
  • An understanding of how psychological interventions are practically implemented in a community.
  • A theoretical and practical understanding of the distinct stages of community interventions.
  • The ability to set up and execute a community intervention.

    HIV/Aids:

    Does the learner demonstrate:
  • A sound knowledge of the critical approaches linking the social and psychological aspects of the AIDS crisis.
  • The theoretical skills needed to assess HIV/AIDS interventions, to encourage the prevention of HIV infection, and to undertake research and programme development around HIV/Aids.
  • An overview of recent advances in the care of people with HIV /Aids.
  • An ability to assess the needs of the workplace, and to initiate dialogues for the purpose of sharing information about workplace issues related to HIV infection and legal information about workplace discrimination laws.

    Trauma: Women and Children:

    Does the learner demonstrate:
  • A sound theoretical and practical knowledge of abuse and violence.
  • Holistic skills (legal and psychological) around managing and assisting survivors of sexual offences, women who are in domestic violence situations and children who have been abused or neglected.
  • An ability to use current legislation as well as psychological theory.

    Assessment and Evaluation B:

    Does the learner demonstrate:
  • A sound knowledge of psychometric theory.
  • An ability to illustrate the application of such knowledge.
  • The skills needed to conduct a psychological assessment, structure a psychological measuring tool, select an appropriate test, administer the test and interpret the scores.

    Trauma and Treatment:

    Does the learner demonstrate:
  • An ability to identify correctly the major therapeutic applications of most drugs, especially psychopharmaceuticals.
  • An ability to describe important and unique adverse effects.
  • A sound understanding of and the ability to demonstrate various forms of trauma treatment.

    Internship:

    Does the learner demonstrate:
  • An understanding of the relationship between theory and practice, developed by working in a therapeutic organisation and applying academic knowledge to practice in a real world context.

    Research Project:

    Does the learner demonstrate:
  • The ability to apply theory to a selected case study by carrying out a sound research process.

    Integrated Assessment:

    Midrand Graduate Institute practices an integrated system of assessment, in terms of which students are assessed on an ongoing basis. Both formative and summative methods of assessment are used. Students are required to complete class tests, assignments (including practical work and projects) and examinations, the results of which count towards the final mark for each module. The components of the final mark are determined separately for each module. 
    		•

    INTERNATIONAL COMPARABILITY 
    To our knowledge, this Programme has not been assessed internationally. However, given that:
  • The curriculum incorporates the latest trends, standards and practices in the discipline.
  • Well-qualified academics and professional practitioners will act as external examiners and moderators of the Programme.
  • The Programme will fulfil the requirements of Professional Board of Psychology in terms of the registration of qualifying learners as Registered Counsellors, we have no reason to doubt that the quality and content of our Programme would meet international standards. 
    		•

    ARTICULATION OPTIONS 
  • With regard to vertical articulation, a student who wishes to proceed to postgraduate studies at another higher education institution, having completed the BPsych Programme at Midrand Graduate Institute, should be able to do so based on the knowledge and skills acquired during the course of the programme, provided, of course, that his/her academic performance has been of the required standard.
  • In terms of horizontal articulation:
    > A student who transfers to another programme within Midrand Graduate Institute will be given credit for relevant modules successfully completed towards the BPsych Programme.
    > Students who, having completed certain modules in the BPsych Programme at Midrand Graduate Institute, wish to transfer to another higher education institution, are able to apply successfully for exemption from relevant modules on the basis of modules passed at Midrand Graduate Institute.

    One of the objectives of our rigorous external moderation and examination procedure, and of our ongoing interaction with academic staff of other tertiary level institutions, is to ensure that the content and standard of our curriculum is such that our students will have the opportunity for both vertical and horizontal articulation, both within and outside of Midrand Graduate Institute. 
    		•

    MODERATION OPTIONS 
    Internal Moderation:
  • The lecturer/s responsible for a particular module is/are appointed as internal examiner/s for that module. Internal examiners are responsible for marking of all assessments related to the module for which they are responsible.

    External moderation:
  • All final assessments at all levels of the curriculum are moderated by academic staff of public higher education institutions or by appropriately qualified professional practitioners.
  • An external examiner is appointed in respect of each module or subject. Prior to every examination session, a copy of each examination paper, together with a marking memorandum and course outline, is sent to the relevant external examiner for moderation. Once the examination papers have been marked by the internal examiner, a sample pack for each module/subject is sent to the relevant external examiner. In the case of practical assessments, external moderation takes place on campus.

    All external examiners must have the following attributes:
  • Appropriate academic qualifications and/or practical experience.
  • Subject expertise in the field in question.
  • Previous experience as an external examiner in an equivalent programme. 
    		•

    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 2009; 2012; 2015. 

    NOTES 
    N/A 

    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. Eduvos (Pty) Ltd (previously known as Midrand Graduate Institute and later to Pearson Institute of Higher Education) 


    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.