Master of Arts in Conflict Transformation and Peace Studies

Purpose

The purpose of this qualification is to enhance the understanding of Conflict Transformation and Peace Studies as both a discipline with a strong emphasis on cases studies in the South African and African context; equip learners with advanced knowledge and skills in planning, conducting and producing research on conflict transformation and peace studies; develop learners with advanced knowledge in conflict transformation and peace studies; allow learners the opportunity to develop academically in the field of conflict transformation and peace studies; develop skilled conflict transformation and peace studies practitioners.

Rationale

The qualification (coursework) aims at producing learners who are equipped to understand and address the conflict transformation and peace issues confronting Africa. Thus the courses aim at using and creating African scholarship in conflict transformation and peace studies. It aims to develop skilled researchers and practitioners in this field. The curriculum has been and continues to be that of relevancy to the South African and African context. The qualification will develop skills capacity amongst postgraduates in a manner that makes them relevant to national skills' needs and requirements.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution. An applicant who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is the

• Bachelor of Arts Honours in Political and Conflict Studies, National Qualifications Framework(NQF) Level 8.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 192 Credits.

Compulsory Modules, Level 9, 192 Credits

• Short Dissertation: Conflict Transformation and Peace Studies, 96 Credits.
• Restorative Justice, 16 Credits.
• African Approaches to Conflict Transformation, 16 Credits.
• Research Design & Implementation, 16 Credits.
• Advanced Themes in Peace & Conflict Transformation, 16 Credits.
• Human Rights & International Humanitarian Law, 16 Credits.
• Theory and Practice of Non-violence, 16 Credits.

1. Enhance knowledge of peace studies, conflict prevention, conflict analysis, conflict transformation and post-conflict recovery based on recent research evidenced by the essays submitted and the examinations taken.
2. Analyse, synthesise and inter-relate theories and concepts relevant to conflict transformation through essays, class room discussions and seminar presentations.
3. Acquire an independent research and problem solving skills.
4. Research and prepare seminar presentations that will enable learners to develop independent project skills.
5. Communicate logically and effectively both in written and oral presentations.

The following Associated Assessment Criteria will be used in an integrated manner across the Exit Level Outcomes

• Demonstrate an understanding of the fundamentals of research, including research design, methods, research processes and methods of data analysis, apply this knowledge and skills by conceptualising a research problem and developing a cogent research proposal, design (and where applicable to the Degree requirement conduct) applied quantitative or qualitative research, acquire basic skills to analyse, summarise, present and interpret qualitative and/ quantitative data.
• Demonstrate research skills and analytical ability.
• Reflect upon the content and skills in an integrated fieldwork simulation exercise.
• Demonstrate application of the theoretical knowledge gained in a practical setting.
• Demonstrate ability to access, outline, evaluate and synthesise the current state of critical/theoretical debate.
• Engage with and become familiar with the critical reviews of recent literature on relevant topics within the national and international context of policy and development studies.
• Develop a research proposal, identify, collect, analyse, organise and critically evaluate information, implement different research styles, present data, and reference material correctly, communicate effectively in written presentation, and undertake independent research projects.
• Demonstrate knowledge of the theoretical material covered in class in a limited period.

Integrated Assessment

The approach and methods of assessment are multi-mode, incorporate both formative and summative assessment and are designed to assess different competencies of the learners. All the modules have both a formative and summative assessment. The assessment will come in the form of pieces of work given to learners by lecturers in the duration of each course. Assessment is centred on real world research driven problems to ensure skills transfer and real-world relevance to content and to ladder into dissertation topics and methodologies. The type of work that learners will be assessed on includes the following seminars, namely, individual research papers, group research projects, oral presentations and their final dissertation. Each assignment is designed to be research-driven and have maximum feedback through seminar based presentations and peer interaction. In order for the assessment purposes to be achieved, dissertation, research proposals, written seminars on selected topics and to some extent written research papers will form exams will form part of assessment methods.