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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 Science in Development Planning 
SAQA QUAL ID QUALIFICATION TITLE
9937  Master of Science in Development Planning 
ORIGINATOR
University of Witwatersrand 
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 12 - Physical Planning and Construction  Physical Planning, Design and Management 
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 
The qualification is structured to prepare learners from diverse non-planning backgrounds to become competent at the level of an assistant in planning practice, and after two years of planning experience to register as a corporate planner (NB the designation of different categories of planner may change to fit those in a current draft Bill before Parliament). This competency would be reflected in the ability to research problems as well as to synthesise practicable solutions to the problems, to a professionally determined standard. On receipt of this planning qualification, the learner may opt to study further in related fields, such as project management or traffic engineering. The qualification adds value to the qualifying learner by providing him or her with economic opportunities and a choice of career paths resulting in professional status and recognition in the community.

Society benefits through the production of professionals, who are responsible, creative and competent and able to act creatively and with initiative in developing sustainable, productive, social, natural and built environs. Qualified learners will have acquired knowledge and skills to analyze, conceptualize, synthesize and implement an understanding of town and regional planning, in addressing issues in the wider community. The programme gives an understanding of broader social, economic, environmental and legal frameworks in which planners operate, leading to appropriate, plans policies and designs at various levels. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The programme assumes that learners are able to communicate through the written and oral media, at an advanced level, using a range of techniques including computer technology. In addition they are expected to have a grounding in areas of knowledge appropriate to the disciplines of planning, demonstrating critical analytical thinking in examining, researching, interpreting, refining and modifying existing knowledge. Learners should also have an appropriate level of competence in mathematics - consult the admission information of the University for the year of study for which application is being made. Learners should be competent problem-solvers, demonstrating self-directed, independent thought, using a range of learning strategies. The learner is expected to be aware of ethical issues and wider systems, in relation to peers and wider society, and to operate in a variety of social and academic contexts.

Formally Accredited Learning
The typical applicant has a qualification equivalent to a Bachelor's degree of the University in any discipline appropriate to the field, including subjects like economics, geography, international studies, politics or civil engineering, or other University-approved qualification - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning
Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission. 

RECOGNISE PREVIOUS LEARNING? 
Y 

EXIT LEVEL OUTCOMES 
EXIT LEVEL OUTCOMES (ELO)

1 The learner is competent to identify, evaluate and solve problems within the ambit of the field of development planning. The learner is familiar with relevant theoretical paradigms, concepts and procedures.

2 The qualifying learner has a knowledge of how to manage uncertainty within a changing temporal, socio-economic, political and environmental context.

3 The qualifying learner is able to cope with South Africa's diverse social and cultural dynamics

4 The qualifying learner is able to operate independently, but within applicable professional, ethical and legal frameworks and to reflect on how this affects her/his roles as a planner. He/she has been prepared for the next stage of his/her career, whether it be professional, entrepreneurial or in some other field, and to meet the demands of continuing professional and life long development.

5 The qualifying learner understands planning as part of wider social, political, cultural, administrative, economic and natural systems, and their operating and financial characteristics.

6 The qualifying learner can research, analyse and interpret information in different ways and can communicate its significance to different types of audience.


CRITICAL CROSS-FIELD OUTCOMES (CCFO)

a) Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made. -See ELO 1.

b) Working with others as a member of a team, group, organisation, community. -See ELO 3 and 4.

c) Organising and managing oneself and one's activities responsibly and effectively. - See ELO 4.

d) Collecting, analysing, organising and critically evaluating information. -See ELO 1.

e) Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. ELO 6.

f) Using science and technology effectively and critically, showing responsibility towards the environment and health of others. - ELO 2 and 5.

g) Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. -See ELO 2

h) Contributing to the full personal development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

i. Reflecting on and exploring a variety of strategies to learn more effectively; -See ELO 4.
ii. Participating as responsible citizens in the life of local, national and global communities, -See ELO 3; note also that learners act in accordance with the code of conduct of the university and, where relevant, that of the professional discipline being studied.
iii. Being culturally and aesthetically sensitive across a range of social contexts; ELO 3.
iv. Exploring education and career opportunities. -See ELO 4.
v. Developing entrepreneurial opportunities. -See ELO 7. 

ASSOCIATED ASSESSMENT CRITERIA 
1 The qualifying learner demonstrates
  • His/her knowledge of the historical and current theoretical planning models and approaches for industrialized and developmental contexts;
  • A practical and theoretical grounding in physical planning.

    2 The qualifying learner
  • demonstrates the ability to identify and address complex problems by employing
  • appropriate planning theories;
  • concepts, and
  • quantitative or other planning techniques
    in dealing with them.
  • demonstrates individual skills in the investigation of a specialized area of planning by defining the problem or issue, analysing it through the exploration of relevant theory, and solving it by developing a set of practical proposals.
  • demonstrates familiarity with resource allocation issues and demonstrates the ability to apply project budgeting and financial viability and implementation strategies.
  • can apply the concept of sustainability to socio-economic, political, cultural and legal issues affecting the physical and natural urban or rural environment.

    3 The qualifying learner is competent in group work, notably with peers, and can perform
  • multi-disciplinary team work;
  • field research
  • academic exercises and planning work;
  • work in projects involving community participation
    demonstrating the skills required in dealing with the complexities of such work.

    4 The qualifying learner
  • understands how these facilities frameworks affect the selection and application of appropriate procedures and roles within varied contexts
  • shows skills of time management , prioritization and initiative, in being able to perform adequately in addressing the different facets of the programme
  • has been exposed to a range of alternative career paths he or she may wish to follow, through exposure to staff, government officials, planning professionals and fellow learners.

    5 The qualifying learner
  • demonstrates a knowledge of the structural and operating characteristics of infra-structural and other systems and the limitations these impose on development
  • understands planning and its role in society
  • shows critical, analytical and creative thinking abilities in order to appreciate, interpret, refine apply and augment the existing body of knowledge and understanding in planning.

    6 The qualifying learner uses
  • writing, visual, graphic, mathematical and verbal skills in thinking and communicating
  • IT (especially GIS) and manual graphics.
  • in investigating and interpreting the spatial and temporal dimensions of planning and planning issues.
  • demonstrates competence in qualitative and quantitative research methods and can generate, interpret and evaluate research material in the execution of a research report.

    Integrated assessment

    The learner completes a research report, essays and projects during the course of study which demonstrate his/her capability to integrate and apply relevant knowledge and skills. 
    		•

    ARTICULATION OPTIONS 
    This section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

    Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

    Entry to the qualification
    A qualification equivalent to a Bachelor's degree of the University in any discipline appropriate to the field, including subjects like economics, geography, international studies, politics or civil engineering, or other University-approved qualification.

    Articulation during the qualification
    Candidates completing the first year, who wish to do so, may exit at this point with the Higher Diploma in Development Planning of the University.

    On completion of the qualification
    Graduates can apply to study the Doctor of Philosophy of the University. 

    MODERATION OPTIONS 
    Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, the South African Council of Town and Regional Planners performs moderating functions and/or whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 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 Witwatersrand 


    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.