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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Social Science Honours 
SAQA QUAL ID QUALIFICATION TITLE
90937  Bachelor of Social Science Honours 
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
Honours Degree  Field 07 - Human and Social Studies  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  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 
Purpose:
The aim of the course is to advance students' knowledge and competencies in the main areas of their chosen field of specialisation. The curriculum covers a wide scope of scholastic activities and integrates theoretical knowledge, research competencies and applied skills relevant to the specialisation field. By exposing learners to the latest trends in the theory, research and practice in these domains, the programme enhances their abilities to conceptualise and analyse critically various aspects of the specialisation field in a multicultural context. An integral part of the programme is the completion of a research project which will equip students with the necessary skills to conduct research and to present and disseminate findings.
Upon successful completion of this course it is expected that graduates will be able to:
  • Construct a topical argument pertaining to a concept relevant of the field of study and display the ability to logically analyse and synthesise knowledge.
  • Critically debate the current understanding of theoretical concepts/frameworks, potentially leading to a new and greater understanding of said concepts/frameworks, theory and practice.
  • Develop and communicate a new understanding of the world as a set of related problem focused systems by exercising critical thinking and judgment.
  • Work and communicate with others as a member of a multi-disciplinary team when studying theoretical perspectives of the field of specialisation.
  • Design and conduct an independent research project in the specialised area of study, demonstrating a broad understanding of a body of knowledge with evidence of advanced understanding in some areas.
  • Develop and communicate to various audiences a clear and coherent case pertaining to a topic in the field of specialisation.
  • Contribute to knowledge in the specialised area by gathering, consolidating, interpreting and reviewing relevant data and revealing relationships between various concepts.
  • Independently apply theoretical knowledge of the specialised area to complex problems and suggest possible solutions.

    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 Honours (BSocSci(Hons)) Degree is designed to help students make sense of our rapidly changing global culture in general and of a specific field of specialisation. A large section of their studies is devoted to research skills development and the application of these skills to a research project.

    Equally relevant to the professional world of work and the world of knowledge, the Bachelor of Social Science Honours aims to provide students with the skills needed to, in their field of specialisation, contribute to the social and cultural fabric of the community, region and the world and to become truly global citizens. The critical thinking, analysis, evaluation and research skills students learn apply to many careers in the public and private sectors. The following highlights some of the possibilities that await Social Science Honours Degree graduates depending on their chosen field of expertise:
  • Journalism, publishing and writing.
  • Public relations, corporate communications, marketing and advertising.
  • Police, courts and 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 Honours Degree studies require students to read, debate, examine and evaluate issues and to apply these skills to a research project. 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. This builds upon their base knowledge in becoming life-long learners in academic institutions and the workplace. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Students should have well developed communication, presentation and report writing skills. They should be able to access information from various sources, evaluate and synthesise this information and be able to identify and solve problems.

    Recognition of Prior Learning (RPL):
    MSA adheres to national requirements for the 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:
    Students who are or have been, enrolled in a Bachelor of Social Science or Bachelor of Arts at MSA or a similar Degree at another institution, qualify for admission to the Honours programme provided that they have:
  • Completed a Degree, with a major in the intended Honours discipline.
  • Obtained at least an average of 70 percent in the third year of the major in Sociology.
    Students qualified to enter an Honours program must normally do so within five years of the date on which they completed their undergraduate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Students should complete four modules of 30 Credits each, totalling 120 Credits. The exception is the specialisation of Psychology where students have to complete four modules of 15 Credits each plus a research project of 60 Credits, totalling 120 Credits. 50% of the credits are research related.

    For the majority of the specialisations, all students have to complete a core module on research in the social sciences, a fundamental specialisation specific module as well as two modules dedicated to a research project. The programme structure does not allow for any electives. The exception to this rule is Psychology where students have to complete four discipline specific fundamental modules plus a core research project constituting 50% of the credits. The programme structure does not allow for any electives.

    The following table provides a list of the modules available to the Bachelor of Social Science Honours students at MSA, organised according to the fields of specialisation offered. The list may be expanded on in future:

    Learning components:

    Child and youth development.
  • Researching for social sciences and humanities, 30 Credits, NQF Level 8.
  • Child and youth care policy and leadership: Advocating for the rights of children and youth, 30 Credits, NQF Level 8.
  • Child and youth care research project A, 30 Credits, NQF Level 8.
  • Child and youth care research project B, 30 Credits, NQF Level 8.

    Communications.
    Modules:
  • Researching for social sciences and humanities, 30 Credits, NQF Level 8.
  • Communication and media practice applied, 30 Credits, NQF Level 8.
  • Communication and media dissertation part A, 30 Credits, NQF Level 8.
  • Communication and media dissertation part B, 30 Credits, NQF Level 8.

    Criminology and criminal justice.
    Modules:
  • Researching for social sciences and humanities, 30 Credits, NQF Level 8.
  • Theoretical perspective of conflict, crime, victimisation and criminal justice, 30 Credits, NQF Level 8.
  • Criminology, victimology and criminal justice research dissertation (Part A), 30 Credits, NQF Level 8.
  • Criminology, victimology and criminal justice research dissertation (Part B), 30 Credits, NQF Level 8.

    Geography and environmental science.
    Modules:
  • Researching for social sciences and humanities, 30 Credits, NQF Level 8.
  • Advanced concepts in geography and environmental science, 30 Credits, NQF Level 8.
  • Environmental science and geography honours thesis (Part 1), 30 Credits, NQF Level 8.
  • Environmental science and geography honours thesis (Part 2), 30 Credits, NQF Level 8.

    International studies.
    Modules:
  • Researching for social sciences and humanities, 30 Credits, NQF Level 8.
  • The globalisation of civil and human rights, 30 Credits, NQF Level 8.
  • International studies dissertation (Part 1), 30 Credits, NQF Level 8.
  • International studies dissertation (Part 2), 30 Credits, NQF Level 8.

    Psychology.
    Modules:
  • Adult psychopathology, 15 Credits, NQF Level 8.
  • Counselling, 15 Credits, NQF Level 8.
  • Social Issues in psychology, 15 Credits, NQF Level 8.
  • Psychological testing and assessment, 15 Credits, NQF Level 8.
  • Psychology research project, 60 Credits, NQF Level 8.

    Sociology.
    Modules:
  • Researching for social sciences and humanities, 30 Credits, NQF Level 8.
  • Selected topics in Sociology, 30 Credits, NQF Level 8.
  • Sociology dissertation (Part A), 30 Credits, NQF Level 8.
  • Sociology dissertation (Part B), 30 Credits, NQF Level 8.

    Subtotal = 120 credits.

    Minimum modules required:
    Four modules with the exception of Psychology which requires students to complete five modules. 
    		•

    EXIT LEVEL OUTCOMES 
    Upon successful completion of this course it is expected that graduates will be able to:
    1. Construct a topical argument pertaining to a concept relevant of the field of study and display the ability to logically analyse and synthesise knowledge.
    2. Critically debate the current understanding of theoretical concepts/frameworks, potentially leading to a new and greater understanding of said concepts/frameworks, theory and practice.
    3. Develop and communicate a new understanding of the world as a set of related problem focused systems by exercising critical thinking and judgement.
    4. Work and communicate with others as a member of a multi-disciplinary team when studying theoretical perspectives of the field of specialisation.
    5. Design and conduct an independent research project in the specialised area of study, demonstrating a broad understanding of a body of knowledge with evidence of advanced understanding in some areas.
    6. Develop and communicate to various audiences a clear and coherent case pertaining to a topic in the field of specialisation.
    7. Contribute to knowledge in the specialised area by gathering, consolidating, interpreting and reviewing relevant data and revealing relationships between various concepts.
    8. Independently apply theoretical knowledge of the specialised area to complex problems and suggest possible solutions.

    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 describe key concepts in the field of study and discuss the interrelatedness of these concepts.
    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, analyse and critically discuss relevant scholarly issues in a clear, concise and rigorous way, suggesting and motivating alternative viewpoints.
    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 direct and electronic 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, working in teams.
    4.2 In teams, discuss and report on the micro and macro environments impacting on the field of study.
    4.3 Describe and apply, working in teams, 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 Discuss the different research methodologies applicable to Social Sciences.
    5.2 Illustrate the dynamic relationships between the chosen research topic, the questions asked and the methods used.
    5.3 Identify and elaborate on practical, theoretical and ethical issues surrounding research in the Social Sciences and Humanities.

    Associated Assessment Criteria for Exit Level Outcome 6:
    6.1 Describe and apply the main ideas pertinent to the theories and research to a topic in the specific field of study.
    6.2 Demonstrate a high standard of oral and written communication skills in 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).

    Associated Assessment Criteria for Exit Level Outcome 7:
    7.1 Appreciate different research methodologies and select those relevant or appropriate for the research topic questions.
    7.2 Analyse the place of different research methodologies in multidisciplinary and interdisciplinary contexts.
    7.3 Write a thorough and well-structured research proposal in the area of research interest.

    Associated Assessment Criteria for Exit Level Outcome 8:
    8.1 Critically evaluate and integrate theoretical frameworks of relevance to the study.
    8.2 Identify the research questions and give a motivated account of the preferred research framework to be applied.

    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 the fundamental is 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; and 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 ensures 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 Honours Degrees offered internationally. The Degree is usually named Bachelor of Arts Honours, but the designator Bachelor of Social Science(s) Honours is gaining popularity worldwide, due to its more apt description of the nature of these Degrees.

    United Kingdom: University of Strathclyde, Scotland.
    Bachelor of Arts Honours: Arts and Social Sciences:
    The Honours Degree programme is structured in streams designated as history, journalism and creative writing, politics, law, psychology, education and several languages.

    The Honours Degree is the fourth year of a three plus one year Degree. Students who have completed the the Bachelor of Arts Degree and achieved the approved standard of performance,may enter into the Honours Degree.

    Australia: The University of Adelaide.
    Honours Degree of Bachelor of Social Sciences (BSocSc):
    This programme, comprising the equivalent of 120 Credits, includes advanced coursework and a research component where students produce an extended piece of work (thesis) on a chosen topic in consultation with an academic supervisor. The Honours year is considered to be a year of full-time study and regular attendance at classes is required.

    This Honours Degree of Bachelor of Social Sciences is very similar to the degree programme offered by MSA.

    Canada: University of Ottawa.
    General Bachelor of Social Sciences:
    The honours forms the fourth year of the general degree and is very similar to the honours degree offered by MSA. It 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.

    The fourth year of the degree is very similar to the honours degree offered by MSA. Specialisations include Anthropology, Sociology, Communication, Political Science, Human Rights, Geography, Philosophy, Psychology and Criminology. 

    ARTICULATION OPTIONS 
    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.

    Vertical Articulation can occur with the Master of Philosophy: Arts or a similar Degree which is at NQF Level 9. 

    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 that is 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/New NQF 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.