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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Master of Economics |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 125425 | Master of Economics | |||
| ORIGINATOR | ||||
| Tshwane University of Technology (TUT) | ||||
| 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 03 - Business, Commerce and Management Studies | Finance, Economics and Accounting | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 180 | Not Applicable | NQF Level 09 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0638/26 | 2026-03-10 | 2029-03-10 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-03-10 | 2033-03-10 | |||
| 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 |
| The purpose of the Master of Economics qualification is to develop applied specialised competencies in the mastering, interpretation, understanding, analysis, and application of principles in the broader field of economics. Learners will be prepared for advanced and specialised professional employment and to function as independent entrepreneurs. They will have a high level of theoretical engagement and intellectual independence. They will be able to relate knowledge to the resolution of complex economic problems across professional practice areas.
The learners will be equipped with the skills and knowledge to analyse economic questions using the methods and instruments of theoretical and empirical economic research. Furthermore, learners will understand academic literature independently, critically question it, and apply it to specific economic issues. Learners will have the following attributes: Upon completion of this qualification, qualifying learners will be able to: Rationale: The qualification was formulated in line with advice from the Advisory Committee. The qualification was also motivated by the national drive from the Department of Higher Education to increase master's degrees in the country. The current number of learners with a Master of Economics is not meeting the industry's demand, as evidenced by the fact that Economics remains on the list of Critical skills. The qualification will give access to and facilitate mobility and progression for learners with a Postgraduate Diploma in Economics or equivalent qualifications. After completing the qualification, learners will be able to contribute to the social, cultural, and economic development of South Africa as well as to participate in the local and global economy. This will be enabled by the theoretical, practical knowledge, and skills that the learners would have attained. The qualified learners will be able to work in various sectors such as government departments, financial institutions, and non-governmental organisations as economic analysts. The qualification is part of a learning pathway that starts with a Diploma in Economics and ends with a Doctoral qualification in Economics. It is, therefore, the fourth qualification in this pathway. This Master of Economics will qualify our learners for advanced positions within the private and public sectors. Many of our learners find employment in government authorities and public institutions, consultancies, commercial banks, insurance companies, health care organizations, private research centres, and large companies. Economists are in constant demand at many international institutions, including the UN, ILO, EU, ECB, OECD, IMF, the World Bank, and various aid agencies such as SIDA. The qualification also provides excellent preparation for doctoral studies. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The RPL policy of the university provides clear guidelines to prospective learners who intend to gain access or obtain credits toward the Master of Economics qualification. Candidates may apply at the Office of the Registrar for RPL or admission through the Senate's discretionary route. RPL at the institution refers to the principles and processes through which the prior knowledge and skills of a person are made visible, mediated, rigorously assessed, and moderated for alternative access and admission, recognition, or further learning and development. The institutional policy clearly states how RPL is applied to gain admission and achieve module exemption or advanced standing. RPL for credits: RPL for access: Prospective learners who do not meet the minimum entrance requirements, but who can demonstrate satisfactory levels of competence in the field of Economics may apply for recognition of prior learning and may be granted access to the qualification. The institution's RPL policy provides for learners from other institutions as well as mature learners with relevant prior learning at the required level, related to the outcomes of the qualification, to be admitted to this qualification through the RPL process. Entry Requirements: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at National Qualifications Framework Level 9, totalling 180 Credits.
Compulsory Modules, NQF Level 9, 150 Credits: Elective Module, NQF Level 9, 30 Credits: (choose two from the following): |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate specialist knowledge of the Economics of Innovation and Development, Fundamentals of Financial Technologies in Banking and Financial Markets, Digital Economy, Environment and Sustainability, and Public Sector Economics to enable engagement with and critique of current research or practices in econometrics, microeconomics, and macroeconomics in the field of economics.
2. Design, select, and apply appropriate creative methods and techniques to complex practical and theoretical problems in the field of economics. 3. Apply a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within the field of economics, and an understanding of the consequences of any solutions or insights generated from financial monetary economics, Environment and Sustainability, Fundamentals of Financial Technologies in Banking and Financial Markets and Digital Economy in the field of economics. 4. Demonstrate the ability to make autonomous ethical decisions that affect knowledge production, or complex organisational or professional issues, and the ability to critically contribute to the development of ethical standards in the field of economics. 5. Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in the context of the Republic of South Africa and beyond. 6. Demonstrate the ability to use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in the context of developing countries. 7. Develop own learning strategies, which sustain independent learning and academic or professional development; and interact effectively within the learning or professional group as a means of enhancing learning in the field of economics. 8. Undertake independent research and present research findings in a form that can be disseminated in accredited publications and media outlets. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO1: Demonstrate specialist knowledge of the Economics of Innovation and Development, Fundamentals of Financial Technologies in Banking and Financial Markets, Digital Economy, Environment and Sustainability, and Public Sector Economics to enable engagement with and critique of current research or practices in econometrics, microeconomics and macroeconomics in the field of economics. Associated Assessment Criteria for Exit Level Outcome 2: ELO 2: Design, select, and apply appropriate creative methods and techniques to complex practical and theoretical problems in the fields of economics. Associated Assessment Criteria for Exit Level Outcome 3: ELO 2: Apply a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within the field of economics; and an understanding of the consequences of any solutions or insights generated from financial monetary economics, Environment and Sustainability, Fundamentals of Financial Technologies in Banking and Financial Markets and Digital Economy in the field of economics. Associated Assessment Criteria for Exit Level Outcome 4: ELO 4: Demonstrate the ability to make autonomous ethical decisions that affect knowledge production, or complex organisational or professional issues, and the ability to critically contribute to the development of ethical standards in the field of economics. Associated Assessment Criteria for Exit Level Outcome 5: ELO 5: Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in the context of the Republic of South Africa and beyond. Associated Assessment Criteria for Exit Level Outcome 6: ELO 6: Demonstrate the ability to use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in the context of developing countries. Associated Assessment Criteria for Exit Level Outcome 7: ELO 7: Develop own learning strategies, which sustain independent learning and academic or professional development; and interact effectively within the learning or professional group as a means of enhancing learning in the field of economics. Associated Assessment Criteria for Exit Level Outcome 8: ELO 8: Undertake independent research and present research findings in a form that can be disseminated in accredited publications and media outlets. Address the application of specialised skills in making interventions and their unintended consequences. INTEGRATED ASSESSMENT: The overall assessment strategy of the Faculty of Economics and Finance is that of integrated assessment, which is evident in the approach to the assessment of applied competence. Applied competence in the faculty is understood as the learners' ability to integrate concepts, ideas, and actions in authentic, real-life contexts; the assessment of which is broken down into the assessment of foundational, practical, and reflexive competence, where: Foundational competence is the demonstrated understanding of what the learner does and why they do it. Practical competence is the demonstrated ability to perform a set of tasks and actions in authentic contexts. Reflexive competence is the demonstrated ability to integrate learners' performances with their understanding so that they can adapt to changed circumstances and explain the reason behind these adaptations. Integrated assessment further implies a planned combination of formative and summative assessment strategies with varying ratios, depending on the designed assessment tasks. Formative assessment implies being supportive of learning, non-judgmental, and focused on providing constructive feedback or evidence-based, personalised critique to the learner, takes place during the learning process and informs planning of future learning activities, and: summative assessment implies assessment to be mainly concerned with summing up the learning process and therefore usually takes place during and at the end of the relevant learning process. The assessment process in this qualification is guided by the various institution assessment policies and procedures for all modes of provisioning in all its qualifications. The Assessment Standard Operating Procedure makes provision for internal assessment of learner learning achievements by academic staff responsible for the teaching of modules of the qualification in a system that includes internal and external moderation of learners' learning achievements; appointment of appropriately qualified moderators; monitoring of learner progress in the course of the qualification; ensuring the validity and reliability of assessment practices; secure and reliable recording of assessment results; settling of student disputes regarding assessment results, and; development of staff competence in assessment. Assessment is an integral part of the top-down curriculum development process followed at the institution, with a strong focus on constructive alignment of learning, teaching, and assessment processes. The alignment aspect refers to what the teacher does, especially the teaching methods used, so that these and the assessment tasks are aligned to the activities assumed to achieve the intended outcomes. This alignment process includes continuous reference to learners' assessment literacy as this applies to the domains and individual indicators that comprise learners' assessment knowledge and skills needed to effectively engage in assessment. There are two modes of assessment used in the design of this qualification. According to the institution's Standard Operating Procedure (SOP) for assessment, a module is either designed to assess in a non-examination termination mode or an examination termination mode. All modules in this qualification are assessed in an examination mode of assessment. In all modules, between four and six assessments are conducted, of which the final assessment needs to be an integrated, specified academic task assessment (according to the institution's SOP on assessment). A variety of assessment methods are used in the modules, including assignments, reports, projects, tests, various types of presentations, peer reviews, case studies, quizzes, graded discussion forums, reflective writings, and take-home exams. Formative Assessments: Formative Assessment will be a combination of online discussions, quizzes, and other online activities. Formative assessment will be used to inform learners about their progress continuously throughout the period of study. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to formative assessment. Marks collected from this evidence will be used for the sole purpose of learner and lecturer reflection, growth, and development. Formative assessment will be used to support the learner and to provide feedback to all involved in the learning process about how learning and teaching can be improved. Throughout the qualification, formative assessment strategies will be used to ensure that exit-level outcomes are achieved, that any academic problems are addressed immediately, and that learners receive ongoing, structured feedback. Learners will, for example, be asked to: Summative Assessment: Summative Assessment will involve assessment opportunities that take place at the end of a learning experience of varying durations. Information will be gathered about a learner's level of competence upon completion of a module. Results will be expressed in marks in terms of the level of competence achieved, concerning level descriptors, specific outcomes, and assessment standards. This type of assessment will be used for promotional purposes and will take the form of exams. All modules in this qualification are regarded as exit-level modules and are therefore externally moderated. All external moderators are appointed by the SENATE for three years. The moderator moderates at least 20% of the assessment opportunities for all non-examination termination modules, which are assessed through a variety of assessment methods. On completion, the moderator will also complete a report and comment on the validity and reliability of the assessment. In conclusion, the following is taken from the institutional Learning and Teaching Strategy regarding assessment: All assessment practices for this qualification are guided by various institutional policies on assessment (e.g., Policy on Main, Supplementary, Special and Exit Examinations; Policy on Processing and Publication of Predicate and Final Results; Policy on Certification and Issuing of Qualification; Policy on Ombudsman for Students' Academic Complaints) and the Assessment SOP. |
| INTERNATIONAL COMPARABILITY |
| The TUT Master of Economics is comparable with international standards in that all compulsory modules to be offered are also offered at many universities in other countries. The following international qualifications have similar modules to those of the Master of Economics.
Country: Australia. Institution: Macquarie University, Sydney (MUS). Qualification Title: Master of Applied Economics. Duration: 2 Years full-time. Purpose: Its purpose is to provide learners with the skills to solve real-life problems and to undertake interdisciplinary studies. It is offered by coursework and has a research component, The qualification has foundational modules, Core modules, and Elective modules. Qualification structure: Foundational Modules: Core modules: Similarities: Differences: Conclusion: While some of the module names may differ from those found in the SA qualification, the overall content and scope of the qualifications are quite comparable. Both qualifications cover a wide range of fundamental concepts and practical applications, ensuring that learners acquire similar skills and knowledge. Despite the variations in naming conventions, the underlying principles and objectives remain aligned, allowing for a meaningful comparison between the two. Country: New Zealand. Institution: Otago University (OU). Qualification Title: Master of Economics. Duration: 1 year full-time. Purpose: The purpose of the qualification is to equip students to be either professional practitioners or academic researchers in the field of Economics. The qualification is offered by coursework with a research component. The degree consists of both coursework and a research dissertation. Qualification structure: Compulsory modules: Elective modules: Similarities: Differences: Conclusion: While some of the module names may differ from those found in the SA qualification, the overall content and scope of the qualifications are quite comparable. Both qualifications cover a wide range of fundamental concepts and practical applications, ensuring that learners acquire similar skills and knowledge. Despite the variations in naming conventions, the underlying principles and objectives remain aligned, allowing for a meaningful comparison between the two. |
| ARTICULATION OPTIONS |
| Horizontal Articulation:
Vertical Articulation: Diagonal articulation: |
| MODERATION OPTIONS |
| N/A. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A. |
| 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. | Tshwane University of Technology (TUT) |
| 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. |