Master of Arts in Public Policy

Purpose

The purpose of this qualification is to develop learners with advanced specialist knowledge in the field of public policy; realise a high degree of sustained proficiency in both scholarship and professional training at a postgraduate level in public policy; produce skilled practitioners who can address key social, political and economic issues related to public policy; equip learners with advanced knowledge and skills in planning, conducting and publishing research in the field of public policy; and allows learners or policy-practitioners to develop specialised knowledge, skills and research-abilities in the following areas, namely, advanced policy research, implementation, project management, monitoring and evaluation and public ethics.

Rationale

The need for high quality policy makers, analysts and advisors is essential in the governmental, developmental and non-governmental sectors in South Africa. This socio-political environment demands specific expertise in the field of public policy. The main reason for offering this qualification is to improve the practice of public policy among existing policy practitioners through the method of integrating the theories, concepts and philosophies of public policy with the policy relevant experience that they possess. Learners will learn how to apply theoretical discourses, how to conduct independent research, how to apply specific models and analytical tools under closely supervised conditions. Learners will develop a sound theoretical and practical understanding of the processes, functions and practices of public policy in rural and urban South Africa as essential policy skills.

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

• Cognate Bachelors Honours Degree, National Qualifications Framework(NQF) Level 8.

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

Compulsory Modules, Level 9, 176 Credits

• Short Dissertation: Public Policy, 96 Credits.
• Monitoring, Evaluation and Analysis, 32 Credits.
• Implementation and Project Management, 32 Credits.
• Research Design & Implementation, 16 Credits.

Elective Modules, Level 9, 16 Credits (Choose ONE Elective)

• Advanced Themes in Peace & Conflict Transformation, 16 Credits.
• Human Rights & International Humanitarian Law, 16 Credits.
• Theory and Practice of Non-violence, 16 Credits.

Learners who complete this qualification will be able to

1. Demonstrate clear and comprehensive knowledge and understanding and be able to analyse the main public policy theories, concepts, rationale and purposes.
2. Demonstrate a thorough knowledge of public policy methods, models and techniques.
3. Critically and competently contribute to the policy arena in all areas of public policy research, studies and practices in an applied manner.
4. Demonstrate a comprehensive knowledge and understanding of the South African rural and urban contexts of public policy and the critical debates within this field.
5. Solve problems, of both a theoretical and applied nature, pertaining to the design, implementation, analysis, and monitoring and evaluation of policies.
6. Evaluate, analyse and monitor developmental projects in an applied manner in the South African policy context.
7. Demonstrate a high-level ability to be self-reflective learners.
8. Construct, develop and defend their own original arguments within the field of public policy in an oral and written manner.

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 to reflect upon the content and skills in an integrated fieldwork simulation exercise.
• Apply the theoretical knowledge gained in a practical setting.
• Access, outline, evaluate and synthesise the current state of critical/theoretical debate.
• Demonstrate personal engagement with the literature.
• 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. For example, the research proposal and seminar papers constitute formative assessment. The written self-reflective field notebook incorporates both formative and summative assessment and the policy papers and oral presentations and examinations are based on summative assessment. Assessment of the taught component will be continuous in the form of, amongst others, research, written assignments, seminars, attendance, oral presentations and participation in discussions and workshops. The type of work that learners will be assessed on includes the following: critical reviews of recent literature on relevant topics; presentations and written seminars on selected topics; written policy papers in which the learner must demonstrate his/her ability to access, outline, evaluate and synthesise the current state of critical/ theoretical debates, demonstrating his/her personal engagement with the literature; research plans, research proposals and ethical clearance forms; group fieldwork projects; Self-reflective field notebooks; independent individual research on public policy issues and; oral presentations and examinations.