Master of Agriculture in Agricultural Extension

Purpose

The purpose of this qualification is to educate and train researchers who can contribute to the development of new knowledge in agricultural extension, at an advanced level.

The Master of Agriculture in Agricultural Extension learners should be able to

• Reflect critically on theory and its application in agricultural extension.
• Deal with complex issues in agricultural extension, both creatively and systematically.
• Make sound judgements using the data and information that they have collected.
• Clearly communicate to specialist and non-specialist audiences.
• Demonstrate self-direction and originality in analysing and solving problems.
• Act autonomously in planning and implementing tasks at a professional level.
• Continue to advance knowledge understanding and skills.

Since a Master's qualification is the minimum for entry into academia, this qualification will assist in creating a pipeline of new academics in the area of agricultural extension.

Rationale

Agricultural extension, in the broader context of agricultural development, was included among the critical skills shortages identified by the South African National Strategy for Agricultural Education and Training. Furthermore, the norms and standards developed for agricultural extension in South Africa indicated a need to strengthen knowledge and skills within agricultural extension, and the National Development Plan (NDP) calls for increasing and refocusing investments in research and development for the agricultural sector.

In Mpumalanga, the agricultural sector is the largest user of land, covering approximately 68% of the Province, which is well known for citrus, subtropical fruits, nuts and a variety of vegetables including many thousands of Hectares of commercial forestry. Together these two industries can and do have a significant social, economic and environmental impact, and the Province is well positioned to expand its contribution to Gross Domestic Product (GDP) as well as the livelihoods of thousands of smallholder farmers. Together, forestry and agriculture have however, also caused increasing degradation of natural vegetation and ecosystems on the Mpumalanga Highveld. If agricultural extension is to support the ongoing development of agriculture and forestry, and the development of smallholder farmers, and mitigate the degradation of natural resources and ecosystems, then ongoing research and the production of the next generation of researchers is crucial.

Recognition of Prior Learning (RPL)

The University has a Policy in place that guides the use of RPL and this policy will be followed. Applicants with a Level 7 qualification or Level 8 qualification that is not in agricultural extension will be considered for the Master's Programme based on their workplace based experience in agricultural extension. This consideration will include an interview at which the applicant will have the opportunity to demonstrate her/his relevant knowledge and skills.

Entry Requirements

The minimum entry requirements are

• A relevant Bachelor Honours Degree or a Postgraduate Diploma.

Or

• A cognate Bachelor's Degree at Level 8 may also be recognised as meeting the minimum entry requirements to a cognate Master's programme.

Or

• Learners can also gain access to the Masters via the three-year Bachelor of Agriculture in Agricultural Extension and Rural Resource Management, followed by the Honours Degree.

This qualification comprises compulsory module at Level 9 totalling 180 Credits.

Compulsory Module Level 9

• Research Project,180 Credits.

Learners should be able to

• Reflect critically on theory and its application in agricultural extension.
• Deal with complex issues in agricultural extension, both creatively and systematically.
• Take sound judgements using the data and information that they have collected.
• Clearly communicate to specialist and non-specialist audiences.
• Demonstrate self-direction and originality in analysing and solving problems.
• Act autonomously in planning and implementing tasks at a professional level.
• Continue to advance knowledge understanding and skills.

The Associated Assessment Criteria will be applied in an integrated manner across the ELOs.

• Demonstrate specialist knowledge and the ability to engage with and critique current research, methodologies and practices.
• Generate at least one research paper in an accredited journal and here again, advanced scholarship and research will be demonstrated.
• Develop knowledge literacy to an advanced level and this will be demonstrated in the thesis.
• Develop problem solving skills, and ability to select and apply appropriate methodologies and this will be demonstrated in the thesis.
• Demonstrate her/his ability to identify and address ethical issues in the thesis.
• Illustrate skills of synthesis, integration where new knowledge is understood in relation to existing knowledge.
• Develop the ability to communicate convincingly with a range of audiences. The ability to communicate in writing to an audience of experts will be demonstrated in the thesis.
• Demonstrate an understanding of the relevance of learner's work in the particular context and system, and to propose interventions to address the problem.
• Develop abilities to manage own learning, take full responsibility and accountability.

Integrated Assessment

• Although assessment of this Masters is summative with all 180 Credits based on the thesis, formative assessment is embedded in the programme in the following manner.
• Learners and supervisor agree on and co-sign a Learning Agreement which will detail the expectations of learners and supervisor and the supervisory process and frequency of formal meetings.
• The University policy that governs all aspects of Postgraduate studies sets out minimum requirements for meetings and reporting.
• The research process includes a number of formal stages including submission of a research proposal, submission of a literature review and submission of regular progress reports.
• Through the proceeding steps 1-3, Postgraduate learners will receive verbal and written feedback (assessment) on their work and on their progress.
• All learners will present a research seminar at least once each year and this will be another opportunity for critique and feedback.
• While these assessment activities are not credit bearing, they will ensure that learners are regularly assessed on progress.