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: English Studies: Literature

SAQA QUAL ID	QUALIFICATION TITLE
81244	Master of Arts: English Studies: Literature
ORIGINATOR
University of KwaZulu-Natal
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 04 - Communication Studies and Language		Literature
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	128	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 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
14951	Master of Arts: English Studies: Literature	Level 8 and above	NQF Level 09	128	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the programme is to develop critical literacy through the study of literature in English, both its historical development in the United Kingdom and its emergence throughout the postcolonial world, with particular emphasis on South Africa in it global context. The programme promotes understanding of the connections between literature and society by situating literary texts within the social, historical, cultural and ethical contexts in which they arise, thus developing students' awareness of language as a mediator of values. Similarly, the programme broadens the meaning of Atext@ so as to facilitate the study of the media and film, thus enabling students to become interpreters, rather than passive recipients, of the culture they inhabit. The programme develops students' command of the English language, both through the formal study of the language and by enabling students to become competent writers of English. It develops students' capacity to work independently and to conduct research in literary and cultural studies, thus enabling them to become producers of knowledge.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Matriculation exemption with 30 matric points or more, or Dean's discretion and/or Senate exemption from matriculation requirements.

Students must meet basic university entrance requirements. Once admitted they will be placed in an appropriate selection from a range of possible courses which accommodate first-, second- and/or third-language users of English.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Students will understand the historical development of literature in English, both in the United Kingdom and through the postcolonial world;

Students will be able to read and interpret a range of texts drawn from literature, the media and film;

Students will understand the connections between literature and society and thereby be alert to the role of languages as a mediator of values;

Students will demonstrate a sophisticated command of the English language, particularly in written expression;

Students will be able to read critically and independently and to conduct research in literary and cultural studies.

ASSOCIATED ASSESSMENT CRITERIA

Demonstrate a thorough knowledge of the general field of inquiry;

Demonstrate a detailed knowledge of specific areas of inquiry in the programme;

Understand the interrelationships amongst various areas of the field of knowledge;

Analyse components/issues/factors/structures etc.;

Grasp the theoretical and philosophical underpinnings of the study;

Demonstrate a thorough knowledge of current critical debates;

Summarise, compare and evaluate a substantial body of knowledge;

Construct a sustained argument, formulate questions and work towards solutions;

Command the conceptual discourse of the field of study;

Solve problems, both theoretical and applied;

Demonstrate an appropriate understanding of the discipline;

Contextualise this study within the social environment and the historical understanding;

Develop a clear understanding of the historical and contemporary state and possible future of the disciplinary areas in which he/she is working;

Command academic English at an appropriate level;

Demonstrate familiarity with information technology at an appropriate level;

Understand diversity;

Manage individual study;

Work efficiently with groups;

Present findings at an appropriate level, both orally and in writing;

Integrate information, conduct research, and contextualise aspects of language, literature and/or culture and understand what is needed for social development, with values consistent with social responsibility and the redress of disadvantage.

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:

Modules within the programme are independently assessed in both formative ways (through class work, tests, essays, other written work and, where appropriate, practical exercises) and summative ways (written, oral and practical examinations). In some cases, journals, oral presentations and portfolios of work provide additional forms of assessment.

Final assessment will be done in two ways:

The overall tabulation of the results obtained during the programme will show that the candidate has achieved the required outcome competencies of the programme;

A defined portfolio which the student will assemble during the last two semesters of study and present at the end of their studies. This portfolio will be designed to assess students' competence across arrange of relevant tasks and will include both further exploration of issues related to the programme as well as critical reflection on the learning in which they have participated.

ARTICULATION OPTIONS

The programme may articulate with the:

B.A. General Studies

B.A. African Studies

B.A. International Studies

B.A. Language and Communication.

MODERATION OPTIONS

The ETQA system for HE is not yet fully developed. Until such time as it is, procedures described under assessors criteria suffice.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Until the HEQC establishes a registration system for assessors in the HET Band, the University of Natal assumes that, on the basis of its rigorous selection criteria for the appointment of academic staff (who also have opportunities for staff development in assessment), staff are competent to assess students on the modules they teach. This assessment is quality assured via a university system of internal moderation and external examination. External examiners are appointed for their teaching and disciplinary expertise and subject to the approval of faculty Boards. The University of Natal ruling is that 66 % of all assessments at exit level, i.e. leading to qualifications are externally examined.

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:

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 KwaZulu-Natal