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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Philosophy in Integrated Water Management 
SAQA QUAL ID QUALIFICATION TITLE
73709  Master of Philosophy in Integrated Water Management 
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
Master's Degree  Field 01 - Agriculture and Nature Conservation  Nature Conservation 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Level 8 and above  NQF Level 09  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:

Contextualised purposes for the individual and for social and economic transformation:

An important part of Internattional Water Centre's rationale is the inter-disciplinarity of the programme and the need to involve experts from fields ranging from water law to aquatic biology, community development to water supply and sanitation engineering. The aim of the programme is to provide students with a deep understanding of the interconnectedness of water problems so that they are not only able to tackle water problems from a technical position, but also understand environmental, social and economic factors involved.

The programme introduces students to the fundamental science which underpins the understanding of the whole of the catchment water cycle, including ecosystem functioning and the water quality and quantity requirements of various user groups (e.g. domestic, agriculture, industry, mining, etc.). Throughout the programme there is an emphasis on the whole-of-water cycle.

The Masters programme of Integrated Water Management is designed to equip learners with strategic, leadership and technical skills needed to advance their careers in the water sector. The programme takes a multi disciplinary whole-of-water-cycle approach that equips students with practical tools and skills for adopting innovative solutions to local, regional, national and international water resource issues.

Rationale:

Specific needs of the sector:

Fresh water is arguably the most fundamental of all natural resources. It affects every form of life on earth. The supporting, provisioning, regulating and cultural services that we get from freshwater ecosystems are also integrally linked to sustained human wellbeing (Millennium Ecosystem Assessment 2005). Yet this valuable resource is in crisis as its rate of exploitation exceeds the capacity of nature to regenerate it. The State-of-River reports for many South African rivers over the past 10 years (www.csir.co.za/rhp) provide harsh evidence. South Africa's first National Spatial Biodiversity Assessment conducted in 2004 (www.sanbi.org/biodiversity/nsba.htm) also confirmed that freshwater ecosystems are far more threatened than our marine or terrestrial ecosystems.

Severe shortages in appropriate skills exist, especially at the more advanced levels of technical and scientific mastery. An important aim of the Masters of Philosophy (integrated Water Management) (M Phil (IWM)) is to equip students to play leadership roles in the critical interface between science and management of water resources. The programme will provide an integrated approach to managing freshwater resources, which is a relatively new and unique approach. The programme will be taught in a South African context using local case studies and examples wherever possible, while also using expertise and case studies from developed and other developing contexts to provide a distinct international exposure. The programme takes a multi disciplinary whole-of-water-cycle approach that equips students with practical tools and skills for adopting innovative solutions to local, regional, national and international water resource issues.

For the research component of the programme, it would be particularly useful for candidates to work with people on the ground, already facing water related challenges, and help address some of the needs and issues of freshwater resource management. Their research would therefore be of direct benefit to these people, their community or the organisations in which they are employed.

Typical learners:

The programme is aimed at students from South and Southern Africa (a developing countries context) with a strong interest in integrated water management, research aptitude and leadership aspirations. It is targeted at prospective students already working within the water field that want to advance their career in a significant way.

The programme is intentionally designed to cater for a small group of talented postgraduate students to ensure quality supervision and mentorship, as well as regular group interaction with local and guest lecturers.

Upon completion of the Masters of Philosophy (integrated Water Management), it is expected that graduates will be prepared to take on leadership positions in international agencies, government departments, Non Governmental Organisations, and private sector entities engaged in water management. These graduates will bring critical analytical skills and an interdisciplinary framework to bear on the water issues they tackle.

Learning pathway:

For admission to the Masters of Philosophy (integrated Water Management), a four year qualification or equivalent honours degree (HEQF Level 8/old NQF Level 7) in a related field of study from an accredited and registered institution with an average of 65% or higher, is required. Recognition of Prior Learning will only be applied in the case of allowing access into the Masters programme or transfer from another Masters programme. This will be determined on a case-by-case basis. Similarly, work and practical experience will be considered in applications for Recognition for Prior Learning.

While there are other South African institutions that offer masters programmes in related fields, or that have a significant water component in them, there is no existing masters of integrated water management programme. Monash therefore offers a unique opportunity for candidates interested in this field. With other institutions offering masters level programmes in related fields, there is potential for collaboration with these institutions.

By completing this masters programme, candidates would be able to further their studies at any recognized academic institution across the world.

Outcomes of the Qualification:

The programme consists of four compulsory coursework modules and a research thesis.

Students will develop the strategic, managerial and technical skills they need to advance in the water sector. They will become familiar with all aspects of integrated water resource management; be capable of providing water management expertise to help reduce poverty through equitable use of water; be skilled to provide technical and managerial input into planning, design and operation of water projects and facilities; understand the principles of managing water supply, wastewater treatment and urban infrastructure projects; recognise the socio-economic factors impacting on effective water solutions; and understand the governance and institutional frameworks underpinning water resource management.

The programme focuses on Critical Cross Field Outcomes such as critical thinking, problem solving, statistics and data management, knowledge transfer and effective leadership.

The programme aims to build the capacity of future leaders in water resource management, with an emphasis on professionals working in developing countries. The programme takes a multi-disciplinary 'whole-of-water-cycle' approach that equips students with practical tools and skills for adopting innovative solutions to local, regional, national and international water resource issues.

The overall aim of the Masters of Philosophy (integrated Water Management) programme is for each student to develop personal and practical skills and tools that can be used to analyse a range of water-related problems. The skills set required of leaders in integrated water management throughout their career include:
  • Communication across disciplines and sectors, across science and policy.
  • Systems thinking about whole-of-water cycle.
  • Collaboration and teamwork on cross-sectoral teams, respecting local as well as expert knowledge.
  • Problem solving skills applied to complex problems that can require difficult trade-offs.
  • Risk assessment and proper planning to ensure sustainable solutions.
  • Adaptive and reflexive learning, an ability to learn by doing and apply context-specific solutions.

    An important part of Intergrated Water Management's rationale is the inter-disciplinarity of the programme and the need to involve experts from fields ranging from water law to aquatic biology, community development to water supply and sanitation engineering. The aim of the programme is to provide students with a deep understanding of the interconnectedness of water problems so that they are not only able to tackle water problems from a technical position, but also understand environmental, social and economic factors involved.

    The Masters of Philosophy (integrated Water Management) is designed to equip learners with strategic, leadership and technical skills needed to advance their careers in the water sector. The programme takes a multi disciplinary whole-of-water-cycle approach that equips students with practical tools and skills for adopting innovative solutions to local, regional, national and international water resource issues.

    The programme requirements ensure that students gain both breadth and depth in their knowledge of water management. Students progress across the three semesters, which have been designed to increase in complexity and difficulty. The level of independence and critical thinking required of the students also increases, culminating in a second and third semester independent research project.

    The programme introduces students to the fundamental science which underpins the understanding of the whole of the catchment water cycle, including ecosystem functioning and the water quality and quantity requirements of various user groups (e.g. domestic, agriculture, industry, mining, etc.). Throughout the programme there is an emphasis on the whole-of-water cycle.

    Benefits to the society and the economy:

    An important aim of the Masters of Philosophy (integrated Water Management) is to equip students to play leadership roles in the critical interface between science and management of water resources. The programme will provide an integrated approach to managing freshwater resources, which is a relatively new and unique approach. The programme will be taught in a South African context using local case studies and examples wherever possible, while also using expertise and case studies from developed and other developing contexts to provide a distinct international exposure. The programme takes a multi disciplinary whole-of-water-cycle approach that equips students with practical tools and skills for adopting innovative solutions to local, regional, national and international water resource issues.

    The programme is aimed at students from South and Southern Africa (a developing countries context) with a strong interest in integrated water management, research aptitude and leadership aspirations. It is targeted at prospective students already working within the water field that want to advance their career in a significant way.

    Cooperation and collaboration with public higher education institutions, research funding organisations and other organs of civil society in South Africa will provide an opportunity to collectively build research capacity and productivity nationally, on the continent and globally.

    Contribution to the objectives of the NQF:

    As discussed above, the Masters of Philosophy (integrated Water Management) programme clearly speaks to the objectives of the NQF, in that it:
  • Enhances the quality of education, training and skills development.
  • Facilitates access to, and mobility and progression within education, training and career paths.
  • Contributes to the full personal development of each learner and the social and economic development of the nation at large.

    The inter-and trans-disciplinary approach that will be followed fills a gap in current educational teachings by addressing the needs for more holistic and integrated approaches to freshwater management. This approach will not only span key basic and applied disciplines, but very importantly also seek integration with planning (normative) disciplines and value systems to promote common direction across science, management, planning and policy domains. A case study and problem-based learning approach will be used to bridge disciplinary boundaries. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Prospective Masters: Philosophy (Integrated Water Management) students should preferably have practical experience in the water management field, in addition to an Honours-level equivalent qualification in a related field. A multi-disciplinary group with diverse skill sets ranging from social sciences, law and policy, environmental sciences and engineering is envisaged. Learning in place is expected to include general management as well as more detailed knowledge of some related sector.
    Applicants should also be able to communicate well, articulate thoughts and concepts verbally and in written form, work well in teams and demonstrate the ability to solve problems collectively and as an individual. Applicants should also be proficient in computer use and be familiar with Microsoft Word programmes.

    Recognition of Prior Learning:

    Recognition of Prior Learning will only be applied in the case of allowing access into the Masters programme or transfer from another Masters programme. This will be determined on a case-by-case basis. Similarly, work and practical experience will be considered in applications for Recognition of Prior learning.

    Access to the Qualification:

    The programme is aimed at postgraduate students from South and Southern Africa (a developing countries context) with a strong interest in integrated water management, research aptitude and leadership aspirations. It is targeted at prospective students already working within the water field that want to advance their career in a significant way.

    For admission to the Masters: Philosophy (Integrated Water Management), a four year qualification or equivalent honours degree (HEQF Level 8/old NQF Level 7) in a related field of study from an accredited and registered institution with an average of 65% or higher, is required. Recognition of Prior Learning will only be applied in the case of allowing access into the Masters programme or transfer from another Masters programme. This will be determined on a case-by-case basis. Similarly, work and practical experience will be considered in applications for Recognition of Prior Learning. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, total credits required and learning components assigned to the qualifications:

    Qualification Title; Masters: Philosophy (Integrated water management).

    Fundamentals:

    Learning components; Number of Credits allocated; NQF Level(new)/ HEQF:
  • Project Management; 15; 9.
  • Science of water; 15; 9.
  • Water, Sustainability and Development; 15; 9.
  • Water Governance and Policy; 15; 9.
  • Research; 120; 9.

    Total; 180 credits.

    Qualification Rules (Choice of modules or unit standards and credits):

    Rules of combination:

    A minimum of 180 Credits is required to obtain the Qualification.

    The four fundamental modules, each comprising 15 Credits, are compulsory. So is the research project comprising 120 Credits and running over two semesters.

    Candidates undertaking the Masters programme in Integrated Water Management (course work and thesis) are expected to submit a thesis of 50,000 words. Research topics are determined in consultation with staff facilitating the programme in the students' chosen disciplines. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Students will be able to appraise freshwater ecosystems as complex social-ecological systems.

    2. Students will be able to evaluate the imperative of sustainable development in relation to the planning and management of water resources.

    3. Students will be able to design an integrated water resource management plan.

    4. Students will be able to develop a research project proposal.

    5. The students will be able to execute an integrated water management research project.

    6. Students will be able to do verbal presentations on their research project.

    7. Students will be able to prepare a manuscript (academic paper) ready for submission for publication.

    Critical Cross-Field Outcomes:

    The overall aim of the Masters: Philosophy (Integrated Water Management) programme is for each student to develop personal and practical skills and tools that can be used to analyse a range of water-related problems. The programme focuses on building skills such as critical thinking, problem solving, statistics and data management, knowledge transfer and effective leadership Additional skills required of leaders in integrated water management throughout their career include, and developed during the programme, are:
  • Communication across disciplines and sectors, across science and policy.
  • Systems thinking about whole-of-water cycle.
  • Collaboration and teamwork on cross-sectoral teams, respecting local as well as expert knowledge.
  • Problem solving skills applied to complex problems that can require difficult trade-offs.
  • Risk assessment and proper planning to ensure sustainable solutions.
  • Adaptive and reflexive learning, an ability to learn by doing and apply context-specific solutions. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Describe the basic physical and chemical properties of water and the processes that affect these properties with respect to water quality.
  • Describe basic hydrology of catchments and the rationale for determining environmental flow requirements.
  • Appraise the interdependence of social and ecological resilience as related to freshwater systems.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explain the theoretical underpinnings and key principles of sustainable development and its application to water resources.
  • Employ a range of analytical frameworks for understanding the links between water, livelihoods, poverty, and gender.
  • Explain the theoretical and practical justifications for stakeholder participation in water resources development, using examples and case studies.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Systematically analyse the various social, technological, economic, ecological and political factors at play in a case study.
  • Appraise the governance frameworks underpinning the case study in detail.
  • Construct an adaptive planning and decision making framework for a specific case study.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Generate a succinct problem statement and hypothesis.
  • Synthesise the core literature related to key concepts.
  • Propose various research methodologies/theoretical frameworks and identify the most appropriate and practical.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Generate an extensive synthesis of the relevant literature.
  • Critique the various research methodologies.
  • Generate acceptable results through the use of appropriate research methods.
  • Pose appropriate and creative solutions to the selected water management problem.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Prepare and present their research proposal.
  • Communicate the key findings of their research effectively, by means of a seminar and/or presentation at a local workshop or conference.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Effectively communicate the research process they undertook.
  • Synthesise their research findings and discuss this in light of their chosen water management problem.
  • Formulate conclusions and recommendations in the field of integrated water management.

    Integrated Assessment:

    The aim of the Masters programme of Integrated Water Management is to provide students with a deep understanding of the interconnectedness of water problems so that they are not only able to tackle water problems from a technical position, but also understand environmental, social and economic factors involved.

    The programme introduces students to the fundamental science which underpins the understanding of the whole of the catchment water cycle, including ecosystem functioning and the water quality and quantity requirements of various user groups (e.g. domestic, agriculture, industry, mining, etc.). Throughout the programme there is an emphasis on the whole-of-water cycle.

    The programme is designed to equip learners with strategic, leadership and technical skills needed to advance their careers in the water sector. The programme takes a multi disciplinary whole-of-water-cycle approach that equips students with practical tools and skills for adopting innovative solutions to local, regional, national and international water resource issues.

    To ensure that the purpose of the Qualification is achieved; learning, teaching and assessment are inextricably interwoven in the curriculum design. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification are integrated in the learning and teaching methods employed.

    The assessors make use of a range of formative and summative assessment methods and assess combinations of theoretical, technical, practical, applied, foundational and reflective competencies. Assessment tools and activities are appropriate to the context in which the learner is working or will work. Continuous assessment is provided for through:
  • Field excursions where the students participate with a team of experts in a river survey to assess the water quality, fish and invertebrate communities, riparian vegetation and habitat integrity (formative assessment).
  • Case studies to assess the application of the proposed multi disciplinary whole-of-water-cycle approach and the associated practical skills for adopting innovative solutions to local, regional, national and international water resource issues (a combination of formative and summative assessment).
  • Interactive workshops on key topics such as the various social, technological, economic, ecological, legislative and political factors at play in a water management problem (formative assessment).
  • Assignments that demonstrate the students' ability to synthesise the core literature related to key concepts, identify an appropriate intervention and discuss the implications of the proposed solution to a water management problem (summative assessment).
  • Proposal development of a research design for the research project (summative assessment).
  • Executing a research project (formative assessment during the supervision process supplemented by summative assessment of the thesis).
  • Writing a scientific article (formative assessment).

    The following principles are adhered to:
  • 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.
  • Assessment practices are open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated approach to assessment is incorporated into the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Masters: Philosophy (Integrated Water Management) is comparable to the Masters programme in Integrated Water Management, an existing initiative of the International WaterCentre. The International Water Centre (IWC) is a joint venture partnership of four Australian universities: Monash University, The University of Queensland, Griffith University and The University of Western Australia. International Water Centre was created in 2005 in response to the need to build stronger partnerships to tackle water problems both in Australia and abroad. The International Water Centre has developed a robust cross-institutional collaborative model. The duration of the programme is also 1.5 years full time.

    The problem-based research component of the Masters: Philosophy (Integrated Water Management), comprising 120 of the 180 credits awarded (66%), is more extensive than this Masters qualification where 33% of the credits is awarded for the research project. This implies that the number of coursework modules comprising the Masters: Philosophy (Integrated Water Management) is less than that of the Masters in Integrated Water Management and does not include the Catchment and aquatic ecosystem health; Water and community development; Water planning and economics; and Water supply and sanitation modules.

    The remaining four modules, namely: Project management; Science of water; Water, sustainability and development; and Water governance and policy are identical to the modules offered in Australia by Monash University.

    This international relationship provides students with an international perspective on water issues and allows for broader case study examples from Asia, the Pacific and Africa. There is potential for a general exchange programme for students. 

    ARTICULATION OPTIONS 
    Vertical Articulation:
  • Upward articulation into the Masters: Philosophy (Integrated Water Management) programme is possible from a four year undergraduate Qualification or equivalent honours degree (HEQF level 8/old NQF level 7) in a related field of study from an accredited and registered institution with an average of 65% or higher.
  • By completing this Masters Degree, candidates could gain access to a Doctoral Degree.

    Horizontal Articulation:
  • Students may transfer from and to another Masters Degree programme, providing they adhere to the Recognition for Prior Learning credit transfer and allocation of the relevant institutional requirements. 
    		•

    MODERATION OPTIONS 
    The Monash South Africa Moderation of Assessment Policy acknowledges that Moderation of assessment is essential to ensure the integrity and quality of assessment practices. 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 the moderation process is to ensure that a quality assessment process has been conducted and that all judgements made are fair.

    Moderation (either through the internal or the external system) focuses 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:

    Each local 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. The internal moderator provides formative feedback on the assessment practice to the local assessor.

    External moderation:

    The external moderator is responsible for:
  • Verifying the assessment design and making recommendations for improvement.
  • Determining the credibility of assessment methods and instruments e.g. whether the chosen method is the most suitable for the specific subject area, level of the learners and stated outcomes to be assessed.
  • Verifying, through a process of sampling, that the assessment was conducted in a fair, accurate and consistent manner.
  • Ensuring that the evidence provided by learners is adequate to ensure consistency, fairness, validity and reliability.

    The following samples are externally moderated:
  • If there are more than 50 students registered for a unit, the sample must consist of 10%.
  • If there are less than 50 students registered for a unit, the sample must consist of 25%.

    Additional completed assessment tasks can be requested by the external moderator if necessary. All threshold/borderline cases (pass/fail, as well as distinctions/not) are externally moderated.

    The following information (as much of it as possible/available, but not restricted to) is provided to the external moderator to assist them in the moderation process:
  • Outcomes of the particular unit.
  • Unit guides or other documentation containing the relevant assessment criteria.
  • The "moderator report template" to be completed and submitted by the external moderator.
  • Information regarding the learner profile e.g. specifically information regarding learners with special needs, or any other relevant information that would be useful or should be noted for the purpose of the moderation process.
  • Assessment activities/assessment activity exemplars/assessment plan e.g. what the entire assessment process for that specific unit would entail.
  • Samples (as specified in this policy document) of completed assessment tasks, depending on the class size.
  • Copy of institutional assessment, moderation and/or other related policy and procedure documents.
  • Previous assessment results.

    External moderators must be experienced, know the subject area well, 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. Assessors are responsible to make recommendations regarding suitable external moderators for a particular unit.

    The following are the criteria for the appointment of external moderators:
  • All external moderators must (or as far as possible) hold a relevant qualification (in the same or closely related field) on at least one NQF Level higher than the unit to be moderated.
  • External moderators could be appointed nationally or internationally.
  • An external moderator cannot be appointed for more than 3 consecutive years.
  • External moderators, if appointed nationally, must be drawn from other accredited higher education institutions (public or private), or from the profession or industry.
  • Only persons of appropriate seniority and/or 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.

    The process of appointing external examiners is as follows: The appropriate academic staff nominates an external examiner. The nomination, a detailed curriculum vitae and a motivation for the nomination is submitted to the Head of School who forwards it to the School Advisory Committee. If there are no objections to the nomination, the nominee is approached with a view to appointment as an external examiner.

    The external moderator must provide feedback by means of completing the moderator report template. Moderation decisions and findings must be clearly documented and reported within the agreed timeframes. 
    		•

    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 NQF Level higher than the unit 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 doctoral or master's 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.

    MSA 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 (CHE) 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 2012; 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: 
     
    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.