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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Science: Ornamental Horticulture 
SAQA QUAL ID QUALIFICATION TITLE
80728  Master of Science: Ornamental Horticulture 
ORIGINATOR
University of 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  Horticulture 
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-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:

Students who qualify from the MSc: Ornamental Horticulture will be able to use a wide range of specialised skills in identifying, conceptualising, designing and implementing research projects that address complex and challenging problems within the field of horticulture and landscape design. Qualified students will be able to work as researchers in various horticultural and landscaping fields including urban greening and amenity resource management, ecology and environmental education.

The qualification aims to contribute to the conservation field by developing researchers who can apply specialised research knowledge and skills in order to enhance an understanding of horticultural and landscaping issues and their management applications. It strives to promote sustainable utilisation of natural resources to the benefit of both humans and the natural environment.

Rationale:

Environmental degradation in both rural and urban areas is a worldwide phenomenon and is particularly prevalent in South Africa, where many natural environments are challenged by threats such as global warming, desertification, and large-scale industrial and urban development. This situation is exacerbated by a lack of awareness and knowledge of the potential capacity of plants to create and restore environmental, human and animal health. In addition further research is needed on issues such as environmental sustainability, plant propagation and propagation facilities, economic implications of horticulture and landscaping interventions, and endangered plant species. There is also insufficient awareness of the various functional, aesthetic and urban conservation uses of plants which, when fully exploited, can serve to promote human and social well-being.

Some of the above needs are being addressed by government and non-governmental institutions such as Agricultural Research Council (ARC), South African National Biodiversity Institute (SANBI), Department of Water Affairs and Forestry (DWAF), CSIR, tertiary educational institutions and a variety of private organisations such as seed companies, micro-propagation facilities and fertilization companies. However, additional researchers are required to meet the growing needs of these organisations. The MSc: Ornamental Horticulture will contribute to addressing these challenges by producing researchers that can use a wide range of specialised skills in identifying, conceptualising, designing and implementing research projects that address complex and challenging problems within the field of horticulture and landscaping. This qualification will develop both their research skills and their specialist knowledge in these fields.

Qualified students could apply their research skills in various horticultural and landscaping fields including urban greening and amenity resource management, ecology and environmental education. They could be employed by government, NGO's, specialist companies, the private sector, and tertiary education institutions.

The MSc: Ornamental Horticulture will benefit individuals as well as support economic development. Further, through its emphasis on environmental awareness, urban conservation and the specialist application of plants for economic and social purposes, it has the potential ultimately to play a role in promoting general social well-being. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that students enrolling are already competent in the various areas of knowledge and skills as listed in the level descriptors for NQF level 8.

Access to the Qualification:

The minimum admission requirement is the Postgraduate Diploma: Ornamental Horticulture or Postgraduate Diploma: Landscape Design at UNISA, a cognate Bachelor of Technology as offered prior to the implementation of the current HEQF, or a cognate qualification at NQF Level 8.

Students with disabilities will be granted admission wherever the nature of their disability does not preclude them from achieving the outcomes of the qualification.

Students may be admitted if they, through a Recognition of Prior Learning process, can show that they have the requisite level of knowledge and skills. Students with disabilities could be granted admission wherever the nature of their disability does not preclude them from achieving the outcomes of the qualification.

Students who are judged to have an insufficient grounding in research skills may be required to complete one or more research related modules.

Recognition of Prior Learning:

Recognition may be granted for non-formal prior learning. The Recognition of Prior Learning process will be conducted according to UNISA's RPL policy and may involve, among other things, the submission of portfolios with evidence of prior learning, and interviews with assessment panels. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
  • Total credits for the qualification: 180 Credits.
  • Minimum credits at NQF Level 9: 120 Credits.
  • Fundamental: 24 Credits (Research Proposal MPCAE91).
  • Core: 156 Credits (Research thesis).
  • Credits of this qualification are divided between fundamental (writing a research proposal) and core learning that is centred around a single advanced research project culminating in the production and acceptance of a dissertation/thesis. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Compile a scientific research proposal within the area of specialisation in the field of horticulture or landscape planning and management.

    2. Conduct a research project in the field of horticulture or landscape planning and management.

    3. Produce a research dissertation in the field of ornamental horticulture or landscape design.

    Critical Cross-Field Outcomes:

    The following Critical Cross-Field Outcomes will be promoted by this qualification:
  • Identify and solve problems and make decisions using critical and creative thinking. The students will practise critical thinking and solve problems in identifying, conceptualising, designing and implementing research projects that address complex and challenging problems within the field of horticulture and landscape design.
  • Work effectively with others as members of a team, group, organisation and community. Research involved in the qualification will be undertaken in collaboration with the supervisor and relevant stakeholders in the research project.
  • Organise and manage themselves and their activities responsibly and effectively. The qualification will require students to manage research autonomously and professionally to sustain independent learning.
  • Collect, analyse, organise and critically evaluate information. Undertaking a complex research project will require students to carry out comprehensive data collection, analysis and evaluation.
  • Communicate effectively using visual, symbolic and and/or language skills in various modes. The writing of a dissertation will require the use of professional discourse in the area of specialisation in line with the standards of scholarly writing and presentation.
  • Use science and technology effectively and critically showing responsibility towards the environment and the health of others. The research will support a responsible approach to the environment in accordance with the current ethical policies of UNISA.
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. Principles from a variety of disciplines and technologies will be applied in an integrated way when planning and conducting a research project.
  • Reflect on and explore a variety of strategies to learn more effectively. The qualification will encourage the development of autonomous learning and the application of advanced learning strategies in collecting, synthesising, evaluating, interpreting information and formulating conclusions and recommendations.
  • Participate as responsible citizens in the life of local, national and global communities. The research will promote awareness of the various functional, aesthetic and urban conservation uses of plants which, when fully exploited, can serve to promote human and social well-being.
  • Be culturally and aesthetically sensitive across a range of social contexts. Horticultural and landscape design research and applications will develop cultural and aesthetic sensitivity. Participation in a research project may offer opportunities for intercultural interaction and the development of cultural sensitivity.
  • Explore education and career opportunities. An awareness of further learning opportunities as well as career advancement will be promoted. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • A feasible research topic is identified within the field of horticulture or landscape planning and management.
  • The research problem is appropriately formulated to address an issue that will contribute to the knowledge field of horticulture and landscape planning and management. The research proposal includes a clear description of the problem situation.
  • A comprehensive search of scientific literature that is relevant to the topic is conducted and is used to inform the research.
  • The proposal includes an appropriate research design and a practical and feasible research plan.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Sufficient data is collected using suitable methodologies and research techniques as approved in the research proposal.
  • Data is analysed using recognised quantitative and/or qualitative techniques and is suitably interpreted.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The research dissertation is clear and coherent and contains a problem statement, a literature review, a description of the research design, results, discussion and recommendations.
  • Conclusions are drawn that follow logically from a reasonable interpretation of the data.
  • Recommendations for further action and research are made that are appropriate and based on the research data.

    Integrated Assessment:

    An Integrated Assessment of the main outcomes of the qualification is conducted in the research project according to the UNISA assessment policy. The activities involved in completing the qualification will integrate knowledge, skills and relevant values in the horticulture and landscape design field.

    All assessment will meet the criteria of the relevant UNISA policies and procedures including external assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification and the component modules have been compared with similar qualifications from several countries, as indicated below.

    African countries:
  • Maseno University in Kenya offers an MSc in Horticulture over two years of full-time study. The qualification consists of coursework in the first year, including some electives, and a research dissertation in the second. Some broad general knowledge is involved, as well as specialisation in some of the courses and in the dissertation.
  • The Kwame Nkrumah University of Science and Technology in Ghana offers an MSc in Horticulture and an MSc in Horticultural Biotechnology, as well as MPhils in these two fields.

    United Kingdom:
  • Writtle College offers the following Master's programmes:
    > A Master of Horticulture in Crop Production, consisting of both coursework and research.
    > An MSc in Post-Harvest Technology and an MSc in Landscape Management. For both these degrees, students may opt to complete a fully-research based degree, or a degree combining coursework and research.
    > An MSc in International Horticulture. This includes the development of some general horticultural knowledge but focuses mainly on the identification of trends and developments in the international horticultural industry.
  • The University of Reading offers an MSc in Horticulture by coursework and research. A very large number of modules can be selected from for the coursework component.
  • The University of Warwick offers an MSc Enterprise in Horticulture. This degree involves 'co-operative education' and is managed and taught in collaboration with a private sector organisation. It includes both coursework and research, and may combine horticultural, management and social science modules.

    Denmark:
  • The University of Copenhagen's MSc in Horticultural Sciences, offered in English, consists of coursework and research. A choice can be made from many electives so that the programme may be general or specialist depending on what students choose.

    Australia:
  • The University of Melbourne offers a Master of Urban Horticulture that focuses on urban landscapes and their management. This a full coursework Masters with a research project as an elective.
  • Curtin University of Technology offers an Master of Philosophy in Horticulture that is fully research-based. Students may research any specialised topic in the field. Students who do not have a background in research methodology are required to complete a Research Methodology module first.
  • The University of Queensland has a Master of Agricultural Studies specialisation in Horticulture that combines horticulture coursework with a research project.
  • The University of Western Australia offers an MSc in Horticulture as a pure research-based degree.

    New Zealand:
  • Massey University's MSc in Horticultural Science assigns an equal number of credits to coursework and to research. The coursework consists of a large variety of electives from which a choice must be made.
  • Lincoln University's MSc in Horticultural Science offers an option between a fully research-based degree or one consisting of coursework and research. The latter combines horticulture and management modules.

    India:
  • Sindh Agriculture University has an MSc Agriculture (Horticulture) consisting of coursework and a research component.
  • Yashwant Singh Parmar University of Horticulture and Floristry offers an MSc in Horticulture that consists of coursework plus research and covers a broad range of horticultural fields.

    Russia:
  • Russian State Agrarian University offers an MSc in Intensive Horticulture and Viticulture that consists of coursework as well as research. The coursework modules may be selected from a long list of electives and it is possible to undertake a highly interdisciplinary degree, e.g. by combining language, psychology, and technology courses with horticulture courses. Horticultural modules focus on ornamental horticulture and viticulture.

    United States:
  • Utah State University offers an MSc of Professional Studies in Horticulture in different context-specific specialist areas e.g. Water Efficient Landscaping. The degree is interdisciplinary and consists of coursework only.
  • The University of California (Davis Campus) offers an MSc in Horticulture and Agronomy. Students choose between a pure coursework degree or a degree consisting of coursework and research.
  • Washington State University offers an MSc in Horticulture that combines coursework and research.
  • The University of Arkansas offers an MSc in Horticulture that is fully research based.

    Canada:
  • The University of Guelph offers an MSc in Horticultural Science that consists of coursework and a research project.

    While the fields of content specialisation vary in the degrees above, depending on the context in which they are offered, the level of knowledge and research skills required is similar to the knowledge and skills that will be developed by the proposed Unisa qualification. In general, therefore, the Unisa qualification compares well with the qualifications listed above. Although the structure and modes of delivery may differ, the Unisa qualification will develop the same essential horticulturally-focused research skills.

    Several qualifications offer an option between a degree combining coursework and research, and a pure research-based degree. At Unisa it was decided to offer a pure research based qualification only as this provides greater flexibility and specialization opportunities for students. 
    		•

    ARTICULATION OPTIONS 
    Admission to a cognate Doctoral Degree. 

    MODERATION OPTIONS 
    As per UNISA postgraduate assessment policy there are two examiners for a Master's degree of which at least one is external. Examiners should hold at least the equivalent degree to that which is being examined. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The HEQC does not require the registration of assessors but Unisa has training in place for assessors. Unisa has an Assessment Policy that spells out the principles underlying assessment and good practice in assessment. An appeals process is in place.

    Unisa lecturers and/or industry specialists act as assessors for the qualification. The following criteria are specified for assessors:
  • Assessors should hold at least the equivalent degree to that which is being examined.
  • Assessors need to be competent in conducting assessment. Assessors who have not yet undergone assessor training will be given the opportunity to do so wherever possible.

    Notes for assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes of modules to ensure assessment is integrated rather than fragmented.
  • Make sure evidence is gathered across the entire range, wherever it applies.
  • Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • All assessments should be conducted in line with the following well documented principles of assessment as defined below and in the Unisa Assessment Policy.

    Principles of assessment:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence. In particular, the method of assessment is sensitive to language diversity.
  • Manageable: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
  • Integrated into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the module specifications, i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible.
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Students can contribute to the planning and accumulation of evidence. Assessment candidates understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    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. University of South Africa 


    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.