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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Social Science 
SAQA QUAL ID QUALIFICATION TITLE
90905  Bachelor of Social Science 
ORIGINATOR
Monash 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
National First Degree  Field 07 - Human and Social Studies  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  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   2033-06-30  

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 
Purpose:
Social science studies require students to read, debate, examine and discuss issues. It teaches them to carefully build arguments and propositions. Students will be encouraged to think independently and to develop new ways of approaching problems.

Students who have successfully completed the programme will be able to:
  • Critically review, analyse, evaluate and synthesise knowledge.
  • Critique arguments by displaying creative thinking in the social science disciplines, preceded by reviewing, consolidating, analysing and synthesising a body of knowledge.
  • Identify and argue current trends in the intellectual context of technological and social change.
  • Independently identify and solve problems en route to an attitude of life-long learning.
  • Present clearly, concisely and coherently the current interpretations and potential future developments in the issues underlying the content of and approaches to the disciplines they study.
  • Write an exposition reflecting a broad understanding of a body of knowledge and theoretical concepts with advanced understanding in some areas.

    Rationale:
    Students in Social Science strive to understand, analyse, describe and explain the human world and their position within it, just as scientists attempt to describe and comprehend the natural world. The Bachelor of Social Science (BSocSci) Degree is designed to help students make sense of our rapidly changing global culture.

    Equally relevant to the professional world of work and the world of knowledge, the BSocSci aims to provide students with the skills needed to contribute to the social and cultural fabric of the community, region and the world and to become truly global citizens. The critical thinking, analysis and evaluation skills students learn apply to may careers in the public and private sectors. The following highlights some of the possibilities that await Social Science graduates:
  • Journalism, publishing and writing.
  • Public relations, corporate communications, marketing and advertising.
  • Police, courts, corrections.
  • Child and youth development.
  • Management and administrative positions.
  • Public or civil service, diplomacy, foreign affairs, urban and environmental planning, public policy analysis.
  • Social and community services, counselling, social welfare and social research.
  • Teaching (with an additional teaching qualification) and education administration.

    The Bachelor of Social Science requires students to read, debate, examine, and evaluate issues. In doing so it teaches students to carefully build arguments and propositions, to think independently and develop new ways of approaching problems from different perspectives.

    A Bachelor of Social Science Degree provides a strong set of skills and knowledge that forms the foundation for graduates to continue to Honours and postgraduate studies. It is the basis for life-long learning in academic institutions and the workplace.

    The BSocSci introduces students to a range of areas in the humanities and social sciences. While each module introduces students to the specific area of study, skills of analysis, communication and research are also developed. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Students should be able to communicate well, both orally and in written form. They should furthermore be able to find and evaluate information in order to identify and solve problems - these skills will be developed further during the course of this Degree.

    Recognition of Prior Learning (RPL):
    MSA adheres to national requirements for the Recognition of Prior Learning (RPL) and has an RPL policy and procedures in place. MSA thus allows for an educationally appropriate alternative access to the programme and may recognise the following:
  • Formal learning, such as a course offered by a professional body, enterprise, private educational institution, or by any other accredited provider recognised by MSA. These may include professional development or on-the job-training.
  • Experience of approximately three to five years working within the industry will be considered in conjunction with the academic record of the candidate based on the institutional policy of Recognition of Prior Learning.

    RPL may also be granted for admission to the programme, where an applicant's previous non-accredited formal study or informal learning is assessed as equivalent to the prerequisite qualification.

    MSA may grant credit for subjects (modules) passed, with satisfactory grades, at other recognised higher education institutions if:
  • The subject is considered to be equivalent in content and standard to those offered by MSA.
  • It is relevant to the planned course/programme of study.
  • The student must still satisfactorily complete at least half the programme units/modules at MSA in order to be awarded a Degree.

    Applications will be considered on a case-by-case basis.

    Access to the Qualification:
    To be admitted to the Bachelor of Social Science Degree studies at Monash, applicants need to have a National Senior Certificate (NSC) with endorsement for Bachelor's studies and must meet the compulsory minimum APS score of 32 with a score of at least 4 in English. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Bachelor of Social Science allows students the flexibility to design an individual programme to meet their academic, personal and professional aspirations.

    Students should complete 24 modules of 15 credits each, totalling 360 credits.

    Normally, students complete eight modules at each year level. Students are allowed to vary this basic structure, provided they satisfy the following general requirements:
  • A Social Science major of a minimum of eight modules (core).
  • A Social Science minor of four modules (core).
  • Another two first-year Social Science modules (electives).
  • Another two Social Science modules at first, second or third-year level (electives).
  • A minimum of six modules (90 credits) at third-year level.
  • A maximum of ten first-year modules.
  • A minimum of 16 Social Science modules in total.
  • Additional Social Science or non-Social Science modules to make a degree total of 24 modules.

    A major is a three-year specialisation in an area of study consisting of a total of eight modules, with two modules taken a first-year level and six modules taken at second- and third-year levels (with a minimum of three modules at third-year level).

    A minor is a two-year sequence in an area of study. A minor generally consists of two modules at first-year level and two modules at second/third-year level.

    Majors and minors are available in Communication and Media Studies; Comparative Literature and Cultural Studies; Criminology and Criminal Justice; Geography and Environmental Science; International Studies; Sociology; Philosophy; Psychology; Child and Youth Development; Public Relations Practice and Journalism. Minor modules are available in French, English Literature and Literary and cultural studies.

    Students have the option of completing a portion of their degree in modules taught by another MSA School, depending on academic and professional aspirations.

    The Fundamental, Core and Elective units will be different for each student, depending on their choice of majors and minors, but always answering to the required programme structure stated above.

    The following table provides a list of the modules available to the Bachelor of Social Science students at MSA, organised according to the majors/minors offered:

    Bachelor of Social Science:
    Learning components (Modules titles only); NQF Level; Number of Credits allocated:
  • Child and youth development in South Africa: A person-in-environment perspective; Level 5;15 Credits.
  • Child and youth development: A five-level developmental model; Level 5; 15 Credits.
  • Child and youth assessment: Risk and protective factors, signs and symptoms; Level 6; 15 Credits.
  • Child and youth interventions: Individual, group and community interventions; Level 6; 15 Credits.
  • Health and safety guidelines for children and youth; Level 6; 15 Credits.
  • Building support networks for children and families; Level 6; 15 Credits.
  • Family functioning and child abuse: The child and youth care worker's role; Level 7; 15 Credits.
  • Intermediary services in courts: Protecting the rights of the child and youth victim; Level 7; 15 Credits.
  • Management of community projects: Working preventatively with children, youth and families; Level 7; 15 Credits.
  • Field placements in child and youth care settings; Level 7; 15 Credits.

    Communications Modules:
  • Media and society; Level 5; 15 Credits.
  • Interpersonal communication; Level 5; 15 Credits.
  • Corporate communication; Level 6; 15 Credits.
  • Public relations and the media; Level 6; 15 Credits.
  • Communication research and methodology; Level 6; 15 Credits.
  • Managing communication in multicultural organisations; Level 7; 15 Credits.
  • New media and cyber cultures; Level 7; 15 Credits.
  • Youth culture and the media; Level 7; 15 Credits.
  • Culture, gender and sexuality; Level 7; 15 Credits.
  • Poverty and power: The uneven world; Level 7; 15 Credits.
  • Theoretical perspectives in political and social thought; Level 7; 15 Credits.

    Criminology and Criminal Justice Modules:
  • Explaining crime; Level 5; 15 Credits.
  • Introduction to criminal justice; Level 5; 15 Credits.
  • Criminal behaviour in South Africa: A psychosocial approach; Level 6; 15 Credits.
  • Crime and punishment; Level 6; 15 Credits.
  • Women and crime: Damsels in distress; Level 6; 15 Credits.
  • Child justice: Human rights, law reform and socio-criminology of deviance; Level 7; 15 Credits.
  • Forensic criminology: Victim and offender profiling; Level 7; 15 Credits.
  • Victimology in South Africa; Level 7; 15 Credits.

    Geography and Environmental Science Modules:
  • Introduction to human geography; Level 5; 15 Credits.
  • Introduction to physical geography; Level 5; 15 Credits.
  • Geographical information systems (GIS): Planning and decision making; Level 6; 15 Credits.
  • Research methods in geography and environmental science; Level 6; 15 Credits.
  • Geographical information systems: FOSS geo-informatics; Level 6; 15 Credits.
  • Environmental impact assessment; Level 7; 15 Credits.
  • Urban planning, development and sustainability; Level 7; 15 Credits.
  • Environmental policy and resource management; Level 7; 15 Credits.
  • Poverty and power: The uneven world; Level 7; 15 Credits.
  • Field studies in regional sustainability; Level 7; 15 Credits.
  • Field studies in urban sustainability; Level 7; 15 Credits.
  • Climatology; Level 7; 15 Credits.

    Journalism Modules:
  • Journalism 1: Introduction; Level 5; 15 Credits.
  • Journalism 2: Introduction; Level 5; 15 Credits.
  • Legal aspects of journalism; Level 6; 15 Credits.
  • Journalism: An online perspective; Level 6; 15 Credits.
  • Journalism: Video perspectives; Level 6; 15 Credits.
  • Reporting economic and business issues; Level 7; 15 Credits.
  • Investigative journalism in the South African and African context; Level 7; 15 Credits.
  • Reporting sport and sport cultures; Level 7; 15 Credits.
  • Professional placement in journalism: South Africa; Level 7; 15 Credits.

    Literary and Cultural Studies (minor) Modules:
  • Reading Africa: An introduction, Level 5; 15 Credits.
  • World literature and culture studies: An introduction; Level 5; 15 Credits.
  • French and francophone studies 1; Level 5; 15 Credits.
  • French and francophone studies 2; Level 5; 15 Credits.
  • Exploring narrative; Level 6; 15 Credits.
  • Culture, gender and sexuality; Level 6; 15 Credits.

    French Language and Studies Modules:
  • French and Francophone studies 1; Level 5; 15 Credits.
  • French and Francophone studies 2; Level 5; 15 Credits.

    International Studies Modules:
  • International studies 1; Level 5; 15 Credits.
  • International studies 2; Level 5; 15 Credits.
  • Development and the developing world; Level 6; 15 Credits.
  • Nation building in the modern era; Level 6; 15 Credits.
  • Places and spaces: International migration in the global age; Level 5; 15 Credits.
  • World cities: A historical and comparative analysis; Level 7; 15 Credits.
  • Diplomacy in contemporary international relations; Level 7; 15 Credits.
  • Africa in the modern world; Level 7; 15 Credits.
  • Foreign policy: Introduction; Level 7; 15 Credits.
  • The global politics of arms control and disarmament; Level 7; 15 Credits.
  • Africa and its others; Level 7; 15 Credits.
  • Youth culture and the media; Level 7; 15 Credits.
  • Poverty and power: The uneven world; Level 7; 15 Credits.
  • Global local cultures: Creating and consuming; Level 7; 15 Credits.
  • Philosophy of war and global conflict; Level 7; 15 Credits.
  • Social inclusion internship: Working on migrant and refugee settlement in multicultural communities; Level 7; 15 Credits.
  • Africa and its others; Level 7; 15 Credits.

    Philosophy Modules:
  • Ethics and biotechnology; Level 5; 15 Credits.
  • Introduction to philosophy: Moral dilemmas and philosophy; Level 5; 15 Credits.
  • Philosophy of war and global conflict; Level 6; 15 Credits.
  • Political philosophy and justice; Level 6; 15 Credits.
  • Environmentalism: A philosophical perspective; Level 6; 15 Credits.
  • Ethics and the modern world; Level 7; 15 Credits.
  • Power and poverty; Level 7; 15 Credits.
  • Africa and its others; Level 7; 15 Credits.
  • Youth media; Level 7; 15 Credits.

    Psychology Modules:
  • Psychology: Introduction 1A; Level 5; 15 Credits.
  • Psychology: Introduction 1B; Level 5; 15 Credits.
  • Child and adult development; Level 6; 15 Credits.
  • Industrial and organisational psychology; Level 6; 15 Credits.
  • Research assessment; Level 7; 15 Credits.
  • Social and community psychology; Level 7; 15 Credits.
  • Psychological assessment; Level 7; 15 Credits.
  • Abnormal behaviour; Level 7; 15 Credits.
  • Psychotherapy and counselling; Level 7; 15 Credits.
  • Personality; Level 7; 15 Credits.

    Sociology Modules:
  • Everyday life in sociological perspectives; Level 5; 15 Credits.
  • Families, relationships, health and the media; Level 5; 15 Credits.
  • Social justice; Level 6; 15 Credits.
  • Development and the developing world; Level 6; 15 Credits.
  • Beliefs, religion and spirituality: A global perspective; Level 6; 15 Credits.
  • Medical sociology: Sociology of health and illness behaviour; Level 7; 15 Credits.
  • Theoretical perspectives in political and social thought; Level 7; 15 Credits.
  • Sociological perspectives on youth culture and social change; Level 7; 15 Credits.
  • Social inclusion internship: Working on migrant and refugee settlement in multicultural communities; Level 7; 15 Credits.

    Public Relations Practice Modules:
  • Principles of public relations practice; Level 5; 15 Credits.
  • Interpersonal communication; Level 5; 15 Credits.
  • Corporate communication; Level 6; 15 Credits.
  • Issues, crises and social responsibility management; Level 6; 15 Credits.
  • Public relations and the media; Level 6; 15 Credits.
  • Public relations campaigns and events; Level 7; 15 Credits.
  • Public relations consulting; Level 7; 15 Credits.
  • Public relations work integrated learning; Level 7; 15 Credits.

    Subtotal: 360 Credits.
    Minimum Modules Required: 24 Modules. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Critically review, analyse, evaluate and synthesise knowledge.
    2. Critique arguments by displaying creative thinking in the social science disciplines, preceded by reviewing, consolidating, analysing and synthesising a body of knowledge.
    3. Identify and argue current trends in the intellectual context of technological and social change.
    4. Independently identify and solve problems en route to an attitude of life-long learning.
    5. Present clearly, concisely and coherently the current interpretations and potential future developments in the issues underlying the content of and approaches to the disciplines they study.
    6. Write an exposition reflecting a broad understanding of a body of knowledge and theoretical concepts with advanced understanding in some areas.

    Critical Cross-Field Outcomes:
    As is evident from the integrated assessment methods discussed, the design of the programme provides for the development and obtainment of the Critical Cross-Field Outcomes.

    Students are challenged, by a variety of teaching methods, especially in the tutorials, to identify and solve problems in a specific and structured context by means of individual and group activities. It is often expected of students to work effectively in teams, during discussions and in research projects.

    At least some of the assessment opportunities are devoted to presentations. Students are expected to collect, analyse, organise and critically evaluate information and present the crux of the matter in a logically organised manner. This also contributes to the development of important technological, communication and effective language usage skills.

    Individual and group written assignments hone the students' skills in using technology to access and present texts. They learn to use science and technology effectively and critically, and then demonstrate their ability to identify, understand and present the inter-related parts of systems.

    Group discussions and oral presentations (individual or groups) develop the students' effective communication skills using visual, mathematical and/or language skills in formal and informal communications. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    1.1 Identify and define key concepts in the field of study.
    1.2 Research, discuss and analyse relevant scholarly issues in a clear, concise and rigorous way.
    1.3 Collaborate constructively with fellow students in learning and discussion processes, including online forums.

    Associated Assessment Criteria for Exit Level Outcome 2:
    2.1 Research, discuss and analyse relevant scholarly issues in a clear, concise and rigorous way.
    2.2 Describe and apply the main ideas pertinent to the theories and research in the specific field of study.
    2.3 Demonstrate a high standard of oral and written communication skills in role-play exercises and interaction with lecturers, tutors and fellow students, with reference to the chosen field of study.

    Associated Assessment Criteria for Exit Level Outcome 3:
    3.1 Research, discuss and analyse relevant scholarly issues in a clear, concise and rigorous way.
    3.2 Discuss the micro and macro environments impacting on the field of study.
    3.3 Describe and apply the main ideas pertinent to the theories and research in the specific field of study.
    3.4 Demonstrate a high standard of oral and written communication skills in role-play exercises and interaction with lecturers, tutors and fellow students, with reference to the chosen field of study.

    Associated Assessment Criteria for Exit Level Outcome 4:
    4.1 Research, discuss and analyse relevant scholarly issues in a clear, concise and rigorous way.
    4.2 Discuss the micro and macro environments impacting on the field of study.
    4.3 Describe and apply the main ideas pertinent to the theories and research in the specific field of study.
    4.4 Work independently and in groups to achieve the learning outcomes.

    Associated Assessment Criteria for Exit Level Outcome 5:
    5.1 Research, discuss and analyse relevant scholarly issues in a clear, concise and rigorous way.
    5.2 Demonstrate a high standard of oral and written communication skills in role-play exercises and interaction with lecturers, tutors and fellow students, with reference to the chosen field of study.
    5.3 Produce written work to deadline making effective use of the conventions of scholarly presentation (references, bibliography, etc).
    5.4 Describe and apply the main ideas pertinent to the theories and research in the specific field of study.

    Associated Assessment Criteria for Exit Level Outcome 6:
    6.1 Describe and apply the main ideas pertinent to the theories and research in the specific field of study.
    6.2 Demonstrate a high standard of oral and written communication skills in role-play exercises and interaction with lecturers, tutors and fellow students, with reference to the chosen field of study.
    6.3 Produce written work to deadline making effective use of the conventions of scholarly presentation (references, bibliography, etc).

    Integrated Assessment:
    Theoretical and practical components are assessed together and the assessors make use of formative and summative assessment methods in assessing combinations of practical, applied, foundational and reflective competencies.

    The integrated assessment is appropriately incorporated into the Qualification to ensure that the purpose of the Qualification is achieved; there thus are clear relationships between the Purpose statement(s), the Exit Level Outcomes and the Integrated Assessment.
  • Assessment practices are 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 are integrated.
  • Assessment of fundamental are integrated as far as possible with other aspects and uses practical contexts wherever possible. A variety of methods are used in assessment and tools and activities are 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 are used to provide a context appropriate to the assessment.
  • Continuous assessment is done through various methods which may include:
    > 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 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 ensure that all the outcomes and Critical Cross-Field Outcomes are evaluated in an integrated manner during the course of the programme. 
    		•

    INTERNATIONAL COMPARABILITY 
    This Degree is very similar to many general degrees offered internationally. The Degree is usually named Bachelor of Arts, but the designator Bachelor of Social Science(s) is gaining popularity worldwide, due to its more apt description of the nature of these Degrees.

    Ireland; National University of Ireland, Maynooth:
    Bachelor of Social Science:
    Social science is the study of how human societies are organised. It involves the analysis of the social forces that govern the world we live in and their impact on individuals, families, communities and countries. It's also the study of how class, gender, religion, and race affects groups of people and of the roles played by large institutions like political or education systems. This programme emphasises the study of applied social science through the subject Social Policy. This subject is concerned with government and institutional policies in relation to human welfare. As a student, you will get to grips with contemporary issues in society, especially Irish society, learning to explore practical problems using conceptual and analytical tools. You will be encouraged to rigorously and systematically scrutinise commonsense and partisan views of society, developing your skills of enquiry, research, and communication.

    Comment:
    This is a three year Degree, very similar to that offered by MSA. Three subjects are taken in first year and two (with increased credit count) in second and third year. In first year, all students take Social Policy, Sociology and choose one subject from Anthropology, Economics, Geography, History, or Philosophy. In second and third year the students continue with Social Policy and one of the first year subjects.

    Australia; The University of Queensland (UQ):
    Bachelor of Social Science (BSocSc):
    The Degree is a three year fulltime programme, comprising the equivalent of 360 credits.

    A Bachelor of Social Science teaches students how to develop strategies to help find solutions to a range of social issues at the local, national and international level. Graduates are equipped with key skills valuable to employers such as problem solving, effective written and oral communication, information processing, creative and critical thinking, cross-cultural awareness, social research skills and computer literacy. Courses provide you with knowledge and skills related to social issues, how to identify and analyse social concerns and problems, develop positions on social issues and propose possible interventions.

    Comment:
    This Bachelor of Social Science is very similar to the Degree programme offered by MSA. Studies may be undertaken in Criminal justice, Development, Health and society and Social and public policy.

    Canada; University of Ottawa:
    General Bachelor of Social Sciences:
    The three-year general Degree is very similar to the Degree offered by MSA and comprises three 'groups' of modules/units in the following list of Social Sciences programs: Anthropology, Criminology, Economics, Women's Studies, Public Administration, Political Science, Psychology, and Sociology.

    Comment:
    The three-year general Degree is very similar to the Degree offered by MSA. 

    ARTICULATION OPTIONS 
  • Vertical articulation can occur with the Bachelor of Social Science (Honours) Degree which is at, NQF Level 8.
  • Horizontal articulation can possibly (to the discretion of the institution offering the qualification) occur with the Bachelor of Arts (Honours) or a Postgraduate Diploma in a related field of study. 
    		•

    MODERATION OPTIONS 
    Moderation of assessment is essential to ensure the integrity and quality of assessment practices conducted at Monash SA. Assessment is the primary method to determine the quality of student performance and achievement, which necessitates sustaining high standards in the assessment process. The purpose of a moderation process is to check that a quality assessment process has been conducted and that all judgements made are fair.

    Focus of the moderation system:
    Moderation (either through the internal or the external system) must focus on three different phases of the assessment process:
  • During the assessment design (the instruments, methods, tools etc. that are used for the purpose of planning the assessment).
  • During the actual assessment process (i.e during the semester).
  • After the assessment was conducted in order to monitor the judgements made, feedback to learners, assessment decisions etc.

    Internal moderation:
    Internal moderation must ensure that assessment is conducted in a consistent, accurate and well-designed manner. The function of internal moderation must be fulfilled within the schools where peers support, discuss and share best practice regarding each other's assessment practices in an informal manner.

    Purpose of internal moderation:
    The purpose of the internal moderation process must be to advice and support assessors on a continuous basis. The purpose of the sharing and providing advice is to facilitate a common understanding of the relevant issues related to assessment. The internal moderation process must assist to ensure that the assessment practice is in accordance with the principles of good assessment practice.

    The internal moderation system is functioning effectively at MSA.

    The roles and responsibilities of the internal moderator include the following:
  • Provision of suggestions regarding the details of proposed methods of assessment in a particular module.
  • Suggestions regarding of draft class tests, assignments and other assessment tasks.
  • Provision of information about the duration and timing of final examinations.
  • Where examinations are being run on campuses where there is a significant difference in the time scheduled for the exam, internal moderators should ensure a different examination paper is set at the different campuses. Alternatively, internal moderators can change the critical information on the examination in one location, and/or consult staff in the overseas location to help vary the questions in that location.
  • Checking of final, supplementary and special and deferred examination papers (in consultation with the staff who teach the module, if any), and transmission of those papers to the head of department, or nominee, and recommendation for approval.
  • Ensure distribution of examination scripts to assistant examiners, per the head of department's allocations of examining duties, together with notes of guidance.
  • Second-marking of the assessable work of students who have failed on first marking. (It is the internal moderator's responsibility to recall assessable work that needs to be second-marked).
  • Inspection of all applications for special consideration in the module.
  • Collation of all results for assessable work in the module and internal moderation of the results, including determination of what result should be recorded for a student who has failed a hurdle requirement.
  • Return of final results to the heads of Schools.
  • Provision of a written report on any anomalies in the results of the module(s) for which they are responsible to their Head of School.
  • Checking the accuracy of the capturing of results prior to the meeting of the Board of Examiners.
  • Determining if and/or how and suitability of students who may access their examination papers after publication of final results.
  • Checking the communication of notices regarding the form of supplementary/deferred examination papers.
  • General superintendence of the supplementary/deferred examination papers.
  • Provision of advice on the appropriateness of awarding credit for modules completed in other institutions.
  • Advice to staff who are new to the teaching of the module.
  • Recommendation of award of prizes, if any, in the module.

    The following information is provided to the internal moderator:
  • A list of assessors in the module.
  • Copies of the module outline, reading guides and other in-house teaching materials issued to students in the module.
  • Copies of all class tests, assignments etc. set during the teaching period and the weight accorded to each.
  • A register of marks for all assessment tasks.
  • Copies of the chief assessor's written correspondence in relation to the module.
  • A list of students who have applied for special consideration in the module.
  • A list of students who have been awarded special / supplementary/deferred examinations in the module.
  • Photocopies of any assessment tasks that have been failed as a result of second-marking.
  • Copies of official returns of results in the module.
  • Analysis of distribution of grades in the module. (This analysis can be left until after the results of the supplementary/special examinations are finalised.) A copy of the analysis should be sent to the Head of School.

    Setting up internal moderation systems:
    Each assessor/examiner must identify another staff member/s to support them in terms of their assessment practice. The internal moderator does not necessarily need to be in the same department or school than the assessor, as the focus of the internal moderation process is on the assessment practice, rather than the subject matter content.

    Feedback from internal moderator:
    Formative feedback must be provided to the assessor on an informal basis by the internal moderator. This should be done in accordance with confidentiality requirements as agreed between the internal moderator and assessor. Schools must create opportunities for staff to share best practice regarding assessment.

    The process for the appointment of internal moderators:
    Moderators must as far as possible be appointed during the first two weeks of offering a particular module. Moderators must be experienced, subject matter experts, and be up to date with the latest developments in the field of assessment and moderation. They must have credibility amongst the assessors and within their area of knowledge and expertise.
  • The assessors recommend suitable moderators for a particular module.
  • The nominated moderators are approved by the School.
  • Moderation decisions and findings must be clearly documented and reported within the agreed timeframes.

    Criteria for the appointment of moderators:
  • All moderators must hold a relevant qualification (in the same or closely related field) on at least one level higher than the module to be moderated.
  • Only persons of appropriate seniority and experience (at least three years experience in the field) must be considered for appointment.
  • Moderators must be familiar with the latest developments in the field of assessment and moderation.
  • Internal moderators are appointed from within the institution. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Under Monash regulations each faculty has a Board of Examiners that is responsible for evaluating the results and performance of all candidates enrolled in the faculty. This Board advises its faculty board on any matter relating to the assessment of candidates' performances.

    All assessors must (or as far as possible) hold a relevant qualification (in the same or closely related field) on at least one HEQF level higher than the module to be moderated. Assessors and moderators must have qualifications and/or experience recognised by Monash as appropriate for the relevant discipline area. An assessor will normally hold a master or doctoral qualification or equivalent accreditation and standing.

    Regarding registration of the assessors with the relevant ETQA, namely the ETDP SETA, the following: Monash SA offers a unit standard based assessor training, due to its relevance to the higher education context and suitability for the South African national system. The unit standard is: Design, develop and implement assessment of learning in Higher Education and Training, ID 14297, on old NQF Level 7/HEQF Level 8, for 20 credits. The assessment training material for this unit standard was submitted, via the HEQC, to the ETDP SETA. The ETDP SETA subsequently indicated that they would not be able to accredit MSA as a provider of the unit standard due to it being on a higher education level, and that MSA is a higher education provider. This implied that the assessors trained by MSA are not able to register as assessors. Training records are kept by the Centre for the Advancement of Learning and Teaching (CALT). The HEQC "does not subscribe to the notion of accrediting assessors or maintaining a national database or register of trained 'competent' assessors" (CHE, 2008: HEQC Framework for Delegated Functions).

    In addition, newly appointed academic staff are oriented regarding the Teaching and Learning approach followed at MSA, including assessment practices, policies and procedures. Regular Teaching and learning forums are held where relevant teaching and learning issues, such as assessment, are addressed by means of discussions and training workshops. Themes for these forums are identified by studying the concerns raised in external examiners' reports and reports on the findings of various surveys and evaluations.

    Monash South Africa has also implemented a policy according to which all academic staff are obliged to obtain formal qualifications in higher education teaching during their probationary period unless they already have an equivalent qualification. The Graduate Certificate in Higher Education (GCHE) is designed for practicing academic staff and contains a module dealing with assessment. 

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

    NOTES 
    The accreditation of this qualification was transferred from Monash SA to the Independent Institute of Education (IIE) in November 2018. 

    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. The Independent Institute of Education (Pty) Ltd 


    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.