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SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Economics in Innovation 
SAQA QUAL ID QUALIFICATION TITLE
125679  Master of Economics in Innovation 
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 0639/26  2026-04-16  2029-04-16 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-04-16   2033-04-16  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to prepare learners for employment in the public sector, NGOs, and regional, continental, and international institutions. The qualification aims to address common shortcomings in public sector institutions by emphasising critical reading and analysis for effective policy design, review, and implementation.

Learners will have the ability to explain, discuss, and analyse the theoretical and ideological origins of the system of innovation approach. The qualification aligns with the institution's mission to be a leading institution in innovation, producing graduates who are recognised and well-suited to meet the developmental needs of South Africa and the African continent. By focusing on critical reading of theory and policy, the qualification will produce graduates who understand economic needs and apply a heterodox economics approach to developmental issues, offering an alternative perspective for understanding South Africa and other African countries.

Learners will gain an understanding of different versions, including the cultural underpinnings of the systems of innovation approach, and the ability to assess the suitability of various variations of the innovation approach and policy papers on STI and related sectors to economic developmental contexts.

Learners will also learn to apply different research methodologies to specific research themes and objects of analysis. They will gain a strong, interdisciplinary background, enabling them to approach innovation comprehensively and appreciate the interconnected implications of policy across various socio-economic facets.

The interdisciplinary nature of the qualification enhances learners' flexibility and employability, making it well-suited to those with qualifications in social sciences and humanities. It also connects strongly with master's and doctoral qualifications in developmental studies, science, technology, and innovation, fitting within a spectrum of political economy the qualifications at advanced levels.

Upon completion of the qualification, learners will be able to:
  • Explain the theoretical and ideological provenance of the system of innovation approach to economic dynamics.
  • Explain the variations of the system of innovation approach.
  • Assess the fitness of the various variations of the approach to the developmental contexts of South Africa and other African countries.
  • Assess policy papers on STI and related sectors.
  • Analyse Regional Economic Communities in Africa, the African Continental Free Trade Area, and the overall qualifications for integration in Africa from the systems of an innovation lens.
  • Advise on policy design and implementation at various levels of government (sub-national, national, regional, continental, and global.

    Rationale:
    This qualification aims to anchor economic approaches to innovation, or the incorporation of innovation in economic studies, firmly within a political economy approach. The qualification locates innovation firmly within the discourse on economics and the emergence of evolutionary economics as a countervailing account of the general economy and political economy approach in this qualification enables the application of innovation studies, especially that of systems of innovation, to developing economic contexts.

    In the face of the often-overwhelming development challenges of unemployment and poverty, Science, Technology and Innovation (STI), while recognised as important and desirable, is often assigned a low priority in national planning. This is usually due to the implicit assumption of the national system of innovation as limited to science and technology and as a peripheral sub-component of the general economy.

    The elevation of STI in the echelons of national development policy articulation depends critically on a re-formulation of the systems of innovation concept from a broad perspective, inclusive of organisational and institutional innovations. The qualification is grounded in the broad version of the systems of innovation approach and will focus on the strong interlinkages among the STI, economic and social policy spheres. There are currently no higher education institutions in South Africa offering a similar qualification. The broad orientation of this qualification is towards the furtherance of inclusive and equitable economic growth and sustainable development.

    The qualification is highly relevant to the development needs of South Africa, as well as the regional and continental development context. This qualification holds particular appeal for learners who are already employed in STI-related portfolios in the public sector, as well as those aiming for an STI-related career. The qualification's political economy foundation necessitates a holistic approach to development as it sets the academic environment for the generation of a sustainable stream of graduates who will progressively enrich the capacity of the public sector in South Africa and regional and continental institutions to approach policy design and implementation strategies from an informed, critical perspective.

    The Institute for Economic Research on Innovation (IERI) has a rich track record in research and capacity building in the political economy of innovation. IERI has delivered a short learning the qualification in this area to four cohorts of staff from the Department of Science and Technology (now 'Innovation'). IERI is also the seat of the UNESCO Chair in African Integration and Innovation, part of whose mandate is the development of a master's qualification in the economics of innovation. IERI facilitated the SADC Parliamentarians and High-Level Officials Training Workshop on STI Policy and Governance, on behalf of the DST and the UNESCO Regional Office for South Africa (ROSA) in 2018.

    With the establishment of the UNESCO Chair in 2021, IERI proceeded to develop and deliver a UNESCO/SADC/institution six-month pilot STI training the qualification to approximately sixty high-level officials from across SADC. Since 2010, IERI has delivered a master's qualification in Comparative Local Development. This qualification, which is strongly grounded in the system of innovation approach to economic dynamics, has enjoyed significant success, both in its enrolment numbers and the employability of its graduates. This qualification aims to replace the current one to bring a greater focus on the core competencies of IERI and to make its offering more recognisable, locally and internationally.

    The political economy orientation of the core of the qualification sets the basis for an interdisciplinary offering which allows for a broad feeder stream of eligible applicants across the human, social and natural sciences. Experience has shown that this qualification will be particularly appealing to working people already engaged in some aspect of science, technology and innovation, whether in the public or the private sectors. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy, which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
    Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL. To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification.

    RPL for exemption of modules:
    Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    Entry Requirements:
  • Postgraduate Diploma in Economics, NQF Level 8.
    Or
  • Bachelor of Arts Honours in Economics, NQF Leve 8.
    Or
  • A cognate qualification in Economics, at NQF Level 8. 
    		•

    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, Level 9, 180 credits:
  • Innovation and economic theory, 15 Credits.
  • Innovation and society, 15 Credits.
  • The Political Economy of Innovation, 15 Credits.
  • Systems of Innovation and Economic Development, 15 Credits.
  • Systems of Innovation in Africa and the Global South, 15 Credits.
  • Research Methodology, 15 Credits.
  • Mini-Dissertation, 90 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to explain, discuss and analyse the theoretical and ideological provenance of the system of innovation approach to economic dynamics.
    2. Show a clear understanding of different versions of the systems of innovation approach and respective policy implications.
    3. Show understanding of the cultural underpinnings of systems of innovation.
    4. Assess the suitability of the various variations of the approach to the developmental contexts of South Africa and other African countries.
    5. Demonstrate the ability to assess policy papers on STI and related sectors to economic development.
    6. Demonstrate the ability to understand the fitness of different research methodologies to specific research themes and objects of analysis. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    ELO 1: Demonstrate the ability to explain, discuss and analyse the theoretical and ideological provenance of the system of innovation approach to economic dynamics.
  • Explain the evolution of economic thinking on innovation from classical to the current neoclassical dominance of the discipline.
  • Discuss the development of evolutionary economics within which the system of innovation approach is based.
  • Analyse the interplay between political institutions, economic policies, and innovation processes.
  • Analyse policies that promote innovation, including understanding the roles of government, industry, and academia.
  • Discuss the perspectives on how different political economies approach innovation and technological development.

    Associated Assessment Criteria for Exit Level Outcome 2:
    ELO 2: Show a clear understanding of different versions of the systems of innovation approach and respective policy implications.
  • Explain different variations of the system of innovation approach.
  • Explore the relationships between the system of innovation concept and mainstream economics.
  • Explain the constituents of mainstream economics in terms of the relationship between neoclassical and neoliberal economics.
  • Discuss the policy implications of different versions of the national systems of innovation.

    Associated Assessment Criteria for Exit Level Outcome 3:
    ELO 3: Show understanding of the cultural underpinnings of systems of innovation.
  • Explain the development of social norms and values and their disruptions.
  • Review and discuss the tensions between Conservation and innovation in societies.
  • Discuss disruption of societies through group areas act and forced removals.
  • Evaluate the strategies to promote inclusive innovation that benefits diverse populations to reduce social disparities.
  • Discuss the societal implications of innovation and technological change. with the public and stakeholders.

    Associated Assessment Criteria for Exit Level Outcome 4:
    ELO 4: Assess the suitability of the various variations of the approach to the developmental contexts of South Africa and other African countries.
  • Discuss the historical awareness of ruptures and continuity in South African economic history since the early 20th century.
  • Explain the evolution of the South African system of innovation since 1916.
  • Apply the strategies to enhance innovation systems in developing countries, including capacity building and international cooperation.
  • Analyse the relationships between provincial and national systems of South Africa.
  • Explain and discuss the formation of regional systems of innovation in Africa between the AU and the NEPAD.
  • Analyse the specific economic, social, and political contexts that influence innovation in AU and the NEPAD.
  • Explain and discuss the role of innovation in promoting sustainable development and addressing global challenges in the AU and the NEPAD regions.
  • Analyse the Regional Economic Communities in Africa, the African Continental Free Trade Area, and the overall the qualifications for integration in Africa from a system of innovation lens.

    Associated Assessment Criteria for Exit Level Outcome 5:
    ELO 5: Demonstrate the ability to assess policy papers on STI and related sectors to economic development.
  • Critically evaluate the Policy papers, reports, and directives on Science technology, and innovation from various theoretical bases and approaches.
  • Indicate and discuss the effects of STI policy at several levels of economic impact and the implications for socio-economic development.
  • Evaluate the effectiveness of innovation systems and suggest improvements for enhanced economic development.
  • Analyse the innovation systems at local, national, and global levels.
  • Explain the policy and institutional frameworks that support innovation systems.

    Associated Assessment Criteria for Exit Level Outcome 6:
    ELO 6: Demonstrate the ability to understand the fitness of different research methodologies to specific research themes and objects of analysis.
  • Design robust research studies, including formulating research questions, hypotheses, and objectives.
  • Apply data collection methods and statistical analysis techniques relevant to innovation and economic research.
  • Evaluate the qualitative and quantitative research methods, including case studies, surveys, econometrics, and experimental methods.
  • Evaluate and apply the existing research literature and methodologies, identifying gaps, and proposing new research directions are critically.
  • Explain the possibilities of application and the limitations of different research methodologies.
  • Explain, discuss and draft a research proposal for a dissertation for approval.

    INTEGRATED ASSESSMENT:
    The overall assessment strategy of the Faculty of Economics and Finance is an integrated assessment, as evidenced by its approach to assessing 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:
    Formative assessment implies being supportive of learning, non-judgmental, and focused on providing constructive feedback or evidence-based, personalised critique to the learner, and it takes place during the learning process and informs planning of future learning activities.

    Summative assessment:
    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 institutions' assessment policies and procedures for all modes of provisioning in all its qualifications.

    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 the assessment tasks are aligned to the activities assumed to achieve the intended outcomes.

    This alignment process includes continuous reference to the 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 are assessed in an examination termination mode of assessment. The taught section of this structured qualification consists of six modules, each of which is assessed through a mix of take-home assessments and an examination.

    In the case of the module on Research Methodology, part of the assessment consists of the acceptance of a research proposal by the department, to be submitted to the Faculty Committee on Postgraduate Studies. The second half of the qualification will be devoted to the writing of a mini-dissertation under supervision. The assessment of the mini-dissertation will be based on the marks given by two external examiners. In conclusion, the following is taken from the institutional Learning and Teaching Strategy regarding assessment:
  • Lecturers are tasked with assessing intended learning outcomes to determine whether learning has occurred.
  • Assessment practices at the institution are regarded as an integral part of a learning process and should follow the principles of assessment i.e., they should be fair, valid, reliable, transparent, authentic, and subsequently credible.
  • Assessment for learning in this qualification will allow learners to engage in the assessment process, where feedback provided will support learners in attaining the Learning Outcomes.
  • Assessment of learning will be applied to highlight a summative assessment process that reliably measures learner attainment of expected learning outcomes by using a variety of assessment and feedback approaches within a comprehensive assessment framework.
  • Assessment as learning information will be disseminated to inform and encourage the learners to assess themselves, i.e., they should monitor their learning, ask questions, and use a range of strategies to gauge what they know and can do, and how to use assessment information for new learning.
  • This qualification, the assessment will be utilised as a dominant mode for measuring learner achievement and learning success.

    All assessment practices for the qualification are guided by various institution policies on assessment and the Standard Operating Procedures for Assessments at the institution. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with similar qualifications from Norway and the United States of America.

    Country: Norway.
    Institution: University of Stavanger.
    Qualification title: Master of Science in Economic Transformation and Innovation.
    Duration: 2 years.
    Credits: 120 ECTS.

    Entry requirements:
  • Bachelor's degree (equivalent to 180 ECTS credits) in a relevant field such as economics, business administration, social sciences, or a related discipline.

    Purpose/Rationale:
    This qualification is designed to prepare learners to understand, manage, and lead economic change driven by innovation, sustainability, and technological development. The qualification prepares learners to analyse how industries, regions, and economies evolve and how innovation can support sustainable growth and development. It also aims to develop professionals who can design effective policies, strategies, and business solutions that help organisations and governments adapt to global economic transitions and create new opportunities for development and competitiveness.

    Qualification structure:
    The curriculum includes compulsory courses, electives, and a master's thesis.
    Core modules:
  • Economic Development and Innovation.
  • Policies for Transformation.
  • Data Analytics.

    Elective modules:
  • Sustainable Entrepreneurship.
  • Applied Innovation Management.
  • Geography of Sustainability Transition.
  • Environmental Economics.
  • Economics of Motivation.

    Similarities:
  • Both qualifications study how innovation changes economies and helps societies grow.
  • The South African qualification and Norwegian qualification have similar duration, and both focuses on innovation and economic development.

    Differences:
  • Norwegian qualification emphasises sustainability and industrial transition, while the South African qualification focuses more on development challenges.
  • South African qualification is more research-focused, while the Norwegian qualification is more coursework-structured with applied learning.

    Country: United States of America.
    Institution: Missouri University of Science and Technology.
    Qualification title: Master of Science in Economics and Innovation.
    Duration: 2 years.

    Entry requirements:
  • Bachelor's degree (or equivalent) in Engineering, Science, Mathematics, or a related STEM field.

    Purpose/Rationale:
    The purpose of this qualification is to equip learners with the quantitative, analytical, and managerial skills needed to drive innovation and economic decision-making in technology-driven industries. By integrating principles of economics with innovation management and data-driven decision-making, the qualification prepares graduates to evaluate the economic feasibility of projects, manage risks, and optimise returns in complex, real-world environments. With a focus on STEM-oriented problem solving, the qualification develops professionals capable of leading research and development initiatives, shaping business strategies, and contributing to policy and sustainability solutions, ultimately bridging the gap between technological innovation and economic impact.

    The qualification is a non-thesis, industry-focused degree. It is comprised of 10 courses. The learners can focus on either Value-Driven Innovation or Energy Economics and Global Sustainability.

    There are 6 compulsory courses, 4 of which are core area courses designated for a focus area.

    The Core courses:
  • Microeconomics: Managerial and Project Economics.
  • Macroeconomics: Navigating Risks and Trends.
  • Econometrics and Forecasting.
  • Data Driven Strategic Insights.
  • Project Management.
  • Integrated Product and Process Design.

    Four courses in a selected focus area:
  • Innovation and Value Generation.
  • Innovation Economics and Finance.
  • Innovation to Market.
  • Contemporary Issues in Technology and Innovation.

    Similarities:
  • The USA qualification aligns with the SA qualification in that both qualifications emphasise innovation economics, with an applied focus suitable for working professionals and industry engagement.
  • Both emphasise rigorous economic analysis, problem solving, and research competency.

    Differences:
  • The major difference is that the USA qualification core modules are microeconomics, macroeconomics, and econometrics.
  • The USA qualification differs from the SA qualification in that it offers distinct focus areas: Value-Driven Innovation or Energy Economics and Sustainability, catering to specialised industry needs. This contrasts with the SA qualification, which focuses on a broader system of innovation and a policy advisory approach.

    Conclusion:
    The qualifications are comparable to the South African qualification as they share a common objective: to equip graduates with advanced knowledge of economics, innovation processes, and sustainable development so they can address complex economic and technological challenges. Overall, while all three qualifications operate at the same postgraduate level and focus on innovation within economic systems, they differ mainly in orientation (industry vs. research), curriculum structure, and the regional context in which innovation and economic transformation are studied. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:
    Horizontal Articulation:
  • Master of Management in Technology and Innovation, NQF Level 9.
  • Possible horizontal articulation options between Sub-Frameworks for this qualification reached the registration end date in December 2025.

    Vertical Articulation:
  • Doctor of Philosophy in Innovation and Development, NQF Level 10.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Business Intelligence Analyst, NQF Level 6. 
    		•

    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.