Master of Economics in Comparative Local Development

Purpose

The purpose of this Qualification is to provide managerial expertise for local development. It will integrate economics, law, sociology political science into the application of local development principles.

The Qualification is aimed at practicing and prospective managers for the public and private sector context.

People who achieve this Qualification would

• Contextualize development for their communities.
• Be innovative managers for local development.
• Apply local development principles for any context.

Rationale

This Qualification addresses the needs of four (4) Southern Africa Development Community (SADC) countries, together with one European Union member. The partnership countries and institutions are:

• South Africa: Tshwane University of Technology (Convenor).
• Botswana: University of Botswana.
• Namibia: Polytechnic of Namibia.
• Mozambique: St. Thomas University of Mozambique.
• Italy: University of Trento.

The Qualification is modelled on a similar qualification adopted by the European Union, and will be recognized by European Union members. For the SADC partners, the Qualification will address the critical need for integrated sustainable local development.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the Recognition of Prior Learning, which includes formal, informal and non-formal learning and work experience. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification.

If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

This Recognition of Prior Learning may allow

• Accelerated access to further learning at this or higher levels on the National Qualifications Framework (NQF).
• Gaining of credits towards a unit standard.
• Obtaining of this Qualification in part or in whole.

Access to the Qualification

In order to access the qualification, candidates have to comply with the following requirements

• A four-year university Degree (minimum) in either economics, law, political science or sociology (or an equivalent qualification).
• Fluency in English.
• Presentation of a proposal (Project work).
• Priority will be given to candidates who are employed in the private, public or nongovernmental sectors related to local development.

Entry Requirements

The following learning is assumed to be in place

- Knowledge (at Level 8) of one of the following disciplines

• Law.
• Economics.
• Management.
• Sociology.
• Political Science.
• Research Methodology at Level 8.
• Proficiency in English (TOEFL at 60% or equivalent).

Qualification Title

• Master of Technology: Comparative Local Development.

Fundamentals

Learning components (Modules titles only) allocated.

• Economic Approaches to Local Development.
• Legal Approaches to Local Development.
• Socio-Political Approaches to Local Development.

Core

Learning components (Modules titles only) allocated.

• Local Development and Entrepreneurship Policies.
• Internship.
• Financial Aspects of Local Development
• Project Management.
• Sustainable Local Development.
• Project Work/Dissertation.

Electives

Learning components (Modules titles only) allocated.

• Regional Integration and Multi-level Governance.
• European Integration and Multi-level Governance.
• Cultural Differences and Organizational Behaviour.
• Management of Diversity

Refer criteria and guideline document for required details. An example of rules

• A minimum of 180 Credits is required to obtain the qualification.

1. Improve good governance and service delivery at local government level.
2. Optimize localized economic growth, productivity and development through strategic partnerships amongst the public, private and civil society sectors.
3. Improve and develop programme implementation plans and project cycle management activities at local level.
4. Enhance, promote and secure resource and capacity allocation and management at local level.

Critical Cross-Field Outcomes: This Qualification addresses the Critical Cross-field Outcomes listed below. A learner who obtains the Master of Technology M. Tech: Comparative Local Development (Level 8) will be able to:

• Identify and solve problems of local development at senior or middle management level in which responses display that responsible decisions, using critical and creative thinking, have been made.
• Work effective with others as a member of a team, group, organisation or community.
• Collect, analyze, organize and critically evaluate information on local development.
• Communicate local development matters effectively using visual, mathematical and/or language skills, orally and/or as written presentation.
• Use science and technology appropriately and effectively, showing responsibility towards the environment and the health of others.
• Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify and evaluate the policies that can lead to regional integration and multi level governance.
• Analyze the effects of regional integration and multi level governance of local development.
• Apply theories and models of regional integration in multi level governance to local development.
• Discuss and examine the economic, social, political and legal disparities and consequences of regional integration by means of multi level governance.
• Evaluate the effects of power distribution and relations on resource flows and opportunities on local development.

Associated Assessment Criteria for Exit Level Outcome 2

• Explain and assess the role of entrepreneurship in local development within the broader context of a developing economy.
• Discuss and analyse case studies that are of particular importance for the issue of entrepreneurship in local development.
• Differentiate the various policy options for the promotion of entrepreneurship that is appropriate for local development in different contexts.
• Identify and analyse the regional competitive advantage as an explanation for the distribution of Small, Medium and Micro-sized Enterprises (SMMEs) in Southern Africa.
• Examine the role of SMMEs in local development.

Associated Assessment Criteria for Exit Level Outcome 3

• Explain the process and context of project management.
• Evaluate deliverable options of project management.
• Discuss the means of achieving the deliverable objectives.
• Apply the relevance of project management to community development projects, disaster management and HIV/AIDS.
• Analyse the importance of technology for project management.

Associated Assessment Criteria for Exit Level Outcome 4

• Analyse and debate the legislations governing investments and the establishment of new firms.
• Identify and appraise the role of the financial systems from a macro-economic stand point.
• Conceptualise and evaluate the performance of the institutions and Micro credit instruments in use.
• Discuss and analyse various financial policy implications in local development.
• Examine the role and effectiveness of International institutions in the local development debate.

Integrated Assessment

1. Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
2. Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification should be integrated.
3. Assessment of fundamental components should be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
4. The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment should be provided through:

• Portfolios.
• Simulations.
• Workplace assessments and practical workbooks.
• Written assignments.
• Written tests.
• Case studies and case presentations.
• Peer group evaluation.
• Competency evaluations of clinical skills.
• Face to face contact with learners.
• Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
• Assessment should ensure that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner.