Master of Arts in Community Development

Purpose

The purpose of the Master of Arts in Community Development is to provide specialised community development and research competencies in the application of scientific and theoretical principles of community development in social work and related fields so that they can contribute to the eradication of poverty, inequality and underdevelopment of South and southern Africa.

Rationale

Community development is a growing profession in South Africa and a professional board for community developers is in the process of being established. Government, welfare and non-governmental organisations employ community developers on all levels. These community developers are in possession of a range of qualifications - from Level 1 up to doctoral qualifications. To provide a career path for these workers, the Department of Social Work at the University of Johannesburg has played a leading role in the establishment of various qualifications - from a Level 5 Higher Certificate, a Bachelor of Administration (BAdmin) Degree and an Honours Degree in Community Development.

South Africa is a country where a substantial proportion of the population is reliant on a wide range of services and support. These include health, housing, education, sanitation, safety and many other areas. These services and support are currently provided by a variety of formal and informal institutions and structures. Community development is widely practice by both social workers and professionals in related field to address poverty, inequality and underdevelopment. Social work is key to upskilling social workers who are in possession of the basic Bachelor of Social Work, as well as professionals with related qualifications.

This qualification focuses on the enhancement of the methods of community development and implementation of practice models geared towards the empowerment of people and the development of sustainable communities. Community development is contextualised in the field of social and economic development and this qualification will enable community developers to facilitate service users towards sustainable and more independent living. The implementation of advanced research forms an important part of the theory-practice competency building of this qualification. The basic social work and community development qualification, as well as qualifications in related fields provide inadequate training in community development.

Recognition of Prior Learning (RPL)

The Faculty of Humanities accepts RPL and alternative admission (AA) routes as an integral part of the academic programme and as an initiative to support transformation of the education and training system in South Africa. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and to award recognition and where appropriate, credit that is aligned to University of Johannesburg programmes, in order to promote lifelong learning. This is reflected in the vision and mission of the Faculty and University.

The following principles underpin the Faculty of Humanities' RPL and alternative admission (AA) policy

• "RPL allows access to further study by granting the status, but not the award, of the prerequisite qualification.
• The UJ Faculty of Humanities does not accept any form of RPL evaluation or alternative admission granted by any other institution.
• Any RPL or alternative admission granted is valid only for the period specified by the Faculty.
• Admission to the university and Faculty, based on RPL or alternative admission, is subject to the rules and regulations of the university and Faculty of Humanities.
• Recognition is given only for current competence, as determined by the Faculty and/or Department.
• RPL is programme-specific; recognition and alternative admission is given only for learning that is aligned to the learning outcomes of the specific programme or module.
• Applicants are exposed to a formal RPL or alternative admission process.
• Evidence (portfolios, challenge examinations, etc.) must be assessed as relevant, sufficient and current.
• Learning must be assessed against the learning outcomes (and not primarily the content) of specific qualifications and/or modules.
• Quality assurance processes guarantee the integrity and credibility of all aspects of the RPL or alternative admission process.
• Non-refundable application and assessment fees are payable for RPL. Fees may not exceed the cost of any credits being applied for.
• If the applicant is not satisfied with the outcome of any stage of the RPL process, s/he can appeal the process.
• Once registered, the student becomes a member of the student body and all academic rules and regulations apply.

The process of RPL and AA followed in the Faculty of Humanities is as follows

• "The applicant submits all the required evidence for RPL assessment or non-cognate admission, as instructed, to the faculty RPL officer or the relevant academic staff member(s). The evidence is then assessed by the relevant academic staff member(s) in the manner appropriate to the level of the relevant programme/module.
• An acknowledgement of receipt of evidence must be issued by the relevant Head of Department (HOD). Applicants must be fully informed of the time required for the assessment which will be dependent on the academic level and the faculty-specific procedures.
• Assessment is done by taking the following into consideration:
• Experience cannot be interpreted as learning (on a particular HEQSF level) - formal assessment is required.
• Assessment is done by applying the assessment criteria of the module/programme to the evidence provided by the candidate.
• Evidence must be relevant, current, authentic and valid.
• The standard/level of RPL or non-cognate assessment must be the same as for the relevant programme/module, but the assessment methodology may differ.
• In the case of a challenge exam, the exam paper must be based on the assessment criteria for the module or programme, and must adhere to the Faculty assessment policy, also in respect of moderation.
• The relevant HOD submits a motivation and the applicant's portfolio of evidence, along with evidence of assessment, in writing to the Humanities RPL and Alternative Admission Committee.
• The HRPL and Alternative Admission Committee consider the submission, and the Chairperson makes a written recommendation to the Dean in the form of a decision report.
• The Dean makes the decision on the final outcome.
• The assessment outcome is decided in terms of successful or not successful.
• The Dean communicates this outcome to the relevant HOD and Faculty RPL Officer.
• The outcomes of the all RPL or non-cognate assessments serve at the Humanities Faculty Board.
• The Faculty RPL officer records the outcome of the RPL or non-cognate assessment and communicates the result to the applicant."

Entry Requirements

• A potential student should be in possession of a four-year Bachelor's Degree in Social Work or a related field, or a three-year Bachelor's Degree and a Bachelor's Honours Degree in Social Work or any related field.

Compulsory modules at Level 9

• Mini dissertation, 90 Credits.
• Contemporary Social Work Issues, 9 Credits.
• Social Work Theory, 9 Credits.
• Social Development Perspectives for Community Change, 9 Credits.
• Conceptual Frameworks for Community Change, 9 Credits.
• Development Management, 9 Credits.
• Integrated Social and Community Development, 9 Credits.
• Advanced Social Work Research and Technology, 18 Credits.
• Community Development Internship, 18 Credits.

1. Engage critically with current debates and ideas on a range of contemporary social issues.
2. Critically explain the nature and application of social work theory to research, social policy, social work and community development practice in a changing national and global environment.
3. Develop understanding of various theoretical perspectives to development and how they relate to community change. Expose students to the manner in which development issues interweave with social welfare, social work and related development practice in a transforming South African society, and an evolving global context.

4.Conduct a community analysis, using different frameworks, to design a social development programme based on the analysis, to develop an implementation, monitoring and evaluation plan, and to demonstrate an awareness of value and ethical issues and their application in the development, implementation and evaluation of community development programmes.

1. Manage theory and practice within the context of social and community development.
2. To equip community developers with the competencies to conceptualise the link between social and economic development and the role and functions of social work regarding small enterprise development and micro finances.
3. Apply community development theories, models and skills within a focused area of community development practice with a defined client population.
4. Conceptualise and design an advanced research proposal.
5. Conduct postgraduate research independently.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate understanding of concepts and theoretical perspectives relating to contemporary social work issues.
• Identify and evaluate dimensions of critical theoretical reflection.
• Use concepts and perspectives to analyse contemporary social issues in particular practice situations.

Associated Assessment Criteria for Exit Level Outcome 2

• Analyse what theory is and how theory is constructed.
• Identify what the political, ideological, social and cultural factors are that impact on theory and how theory is critiqued.
• Have a discursive knowledge definitions, statements, conceptual frameworks, models, paradigms and epistemology in the social and human sciences.
• Critically engage with the approaches to social and human science theory.
• Apply and analyse selected theories that inform social work and social development knowledge, practice, social policy and research.
• Apply a theory to describe and explain a contemporary issue.

Associated Assessment Criteria for Exit Level Outcome 3

• Discuss the history of community development internationally and in the African context.
• Define, discuss and analyse the key concepts and theories of development with reference to social and community development.

Associated Assessment Criteria for Exit Level Outcome 4

• Conduct a community analysis, demonstrating an awareness of value and ethical issues.
• Based on such study and analysis, design a social development programme.
• Develop a monitoring and evaluation plan.

Associated Assessment Criteria for Exit Level Outcome 5

• Describe and critically evaluate the applicability of different approaches and styles in management to community development with emphasis on participatory development management.
• Apply the different approaches and theories of leadership within the context of community development.
• Engagement with the theory and principles of large group intervention methods, and be able to apply, manage and evaluate some large group methods.
• Conceptualise and apply the functions, skills and activities of the team within a developmental context.

Associated Assessment Criteria for Exit Level Outcome 6

• Define and conceptualise Community Economic Development (CED), taking account of different perspectives to CED.
• Critically engage with social and economic development within the context of the social welfare policy on social development.
• Develop a framework for the establishment and sustainment of small micro enterprises within the context of social and community development.

Associated Assessment Criteria for Exit Level Outcome 7

• Identify relevant areas for professional development.
• Develop a self-directed programme for skills development.
• Acquire new knowledge and skills.
• Assess skills acquisition.

Associated Assessment Criteria for Exit Level Outcome 8

• Clearly outline the different approaches to Social Work research.
• Identify and conceptualise a research problem.
• Write a research proposal.

Associated Assessment Criteria for Exit Level Outcome 9

• Conduct research independently (under guidance).
• Make use of various sources critically and integrate these into a research report.
• Write a research proposal and minor dissertation.

Integrated Assessment

The qualification comprises six theory modules, one research module, one internship module and the minor dissertation.

• Each theory module has at least two (but not usually more than two) assessments, at least one of which (but most often both of which) is in the form of a critical essay at level 9. In some cases, assessments build on each other, facilitating cumulative learning.
• The research module culminates in a research proposal which constitutes half the final mark. A series of continuous summative assessment opportunities occur throughout the year that lead the student towards the final proposal, such as the formulation of a research problem, the articulation of research aim and objectives, a literature review, etc.
• The internship extends over 12 months and involves a series of preparatory assessments (laying the knowledge foundation for practice), supervised practice over a period of several months, with formative assessments to ensure students are on track, and culminating in the submission of a portfolio of evidence.
• The minor dissertation is assessed, according to University of Johannesburg protocol, by two external assessors on completion of the dissertation.

The final assessments (i.e. examinations, research proposal, portfolio of evidence and dissertation) are externally moderated by academic experts in the field.