Master of Science in Horticulture

Purpose

The purpose of the qualification is to produce Horticulture Scientists, who are able to practice in the horticultural sector specifically fruit and vegetable production, and contribute meaningfully to the knowledge of horticulture ensuring an increase in food security and economic resources locally, nationally and internationally. The qualification serves to equip learners with the requisite advanced knowledge, competencies and skills in horticulture to make scholarly advances in the field in terms of practice and policy. The qualifying learner will have the competency to do independent scientific research, analysis and interpretation of scientific information, as well as to communicate, promote and advance agriculture, and specifically horticulture, in both the private and public sectors. These competencies are crucial for agricultural development.

Rationale

The world's population of humans is expected to double by 2050. This will result in an increased demand for food. In order to ensure that the country meets the demand for food production, especially for fruit and vegetable production, sustainable horticultural practices will be required with an understanding of their impact on the environment. This requires the expertise of scientists that are able to work with various stakeholders in the sector to improve the production and quality of fruit and vegetable sources. Thus horticultural scientists will be in demand to improve the production and postharvest quality of fruit and vegetables, in order to enhance the amount of food as well as secondary products emanating from them. As depicted in the National Development plan 2030, development in the agricultural sector, being one of the primary activities in the rural areas, has the potential to increase jobs of many within the rural communities, and by so doing, uplifting communities. In addition, public investment in new agricultural technologies and the development of resilient and environmentally sustainable strategies and support services for small-scale and rural farmers ensures the protection of rural livelihoods and the concurrent expansion of commercial agriculture, so South Africa remains a net exporter of agricultural produce. Graduate of this qualification will thus be equipped to enter into various sectors of the horticultural industry as research scientists, consultants and advisors in both the private and public domains.

Recognition of Prior Learning (RPL)

Based on the national transformation goals to redress past inequities in training and education Recognition of Prior Learning will be considered for access to those applicants without the required formal recognised qualification or specialisation; in this way we ensure that access to higher education is promoted. This will be applied as per institution Policy on the Recognition of Prior Learning (RPL), and be subject to a comprehensive portfolio of evidence being received which undergoes an approved assessment process, using relevant trained RPL practitioners. Appropriate assessment tasks and tools are designed to assess individual candidates against the admission requirements on a case-by-case basis, with detailed records maintained.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Science in Agriculture in Agronomy, Level 8.

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

Compulsory modules at Level 9, totalling 128 Credits

• Plant Stress Physiology and Control Mechanisms, 16 Credits.
• Advances in vegetable and fruit production, 16 Credits.
• Advances in Post-Harvest Technology, 16 Credits.
• Special Topics in Plant Sciences, 16 Credits.
• Mini-Dissertation (Horticulture), 96 Credits.

Elective modules at Level 9, totalling 64 Credits (Choose any 4)

• Quantitative Genetics, 16 Credits.
• Applied Plant Breeding, 16 Credits.
• Water Relations and Mineral Nutrition, 16 Credits.
• Applied weed science, 16 Credits.
• Integrated pest management, 16 Credits.
• Experimental Design and Analysis, 16 Credits.

1. The learner will have specialised knowledge of horticulture theories and practices.
2. The learner will be able to research the literature and other available resources to gain a better insight in various horticultural topics at hand.
3. The learner will be able to knowledgeably make decisions on ethical values and practices within Horticultural Sciences.
4. The learner will be able to communicate effectively regarding topics with the animal production field of specialisation of Horticultural Sciences.
5. The learner will be able to make an informed decision on the types of methods and techniques available to execute, analyse and report on a research topic within their field of specialisation within Horticultural Sciences.
6. The learner will be able to compose a structured, well-articulated scientific dissertation, showing analytical thinking through the synthesis of information from relevant sources, applying them to real problems and posing acceptable conclusions and suggestions.

Associated Assessment Criteria for Exit Level Outcome 1

• Reflect disciplinary expertise in the correct use of the terminology, concepts, principles and theories in written and/or oral communication within horticultural sciences.
• Critical appraise the relationship among concepts and principles of the specialised disciplines.
• Apply knowledge to propose solutions to complex practical problems (both concrete and abstract).

Associated Assessment Criteria for Exit Level Outcome 2

• Access relevant and various information primary and secondary sources related to the core discipline.
• Identify the central theme (s) of the essay.
• Extract and explain the competing arguments.
• Reflect in explicit recognition of the diversity, complexity and multi-dimensionality of a context and how that affects the particular work being undertaken.
• Demonstrate through the provision of relevant information pertaining to the strengths, weaknesses and opportunities of the context for addressing specific problems in an agricultural context.
• Clearly identify relevant role players and resources that will contribute to resolution of specific problems.
• Identify critical factors and knowledge gaps that impact on practical problems to be investigated from the perspective of the discipline.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate knowledge of the ethical implications of various kinds of research and be able to act accordingly.
• Obtain all ethical clearances (where required), permits and agreements the Institution and from any other entity that is necessary before research is carried out.
• Consider all aspects of a problem so that the resolution has the least negative impact on society and the environment.
• Take responsibility for all decisions made and defend their action within the norms of the law, society and the environment.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate reasoning skills and the ability to express own opinions clearly and coherently, justify a position and present it logically, systematically using properly substantiated arguments.
• Communicate by showing an awareness of audience, and by using different modes of communication (oral and written) and discipline-specific conventions, and utilise different techniques and strategies for communicating results.
• Communicate clearly using scholarly discourse and discipline-specific conventions.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply standard procedures within the specific agricultural discipline, such as experimental or computational techniques, or deductive or inductive reasoning.
• Collect and record appropriate data truthfully and in the appropriate format.
• Analyse and interpret results appropriately, reaching valid conclusions.
• Argue persuasively about such analyses, interpretations and conclusions.

Associated Assessment Criteria for Exit Level Outcome 6

• Structure the dissertation by showing understanding of the question and indicating the direction of the answer through laying out the subsections of the dissertation and their linkages with the overall theme.
• Clearly state the context in which its basic concepts and assumptions of the research topic are to be evaluated.
• Debate the subject matter by developing logically coherent arguments as well as citing and discussing illustrative examples.
• Raise conclusions that are consistent with the arguments in the dissertation and suggest possible outcomes of alternative initiatives at addressing the subject matter.
• Present the dissertation according to appropriate and/or recommended structure, word processing and referencing protocols.

Integrated Assessment

Learning and assessment are integrated throughout this qualification.

Continuous formative feedback is provided to learners on their progress towards the achievement of specific learning outcomes, particularly in their project proposal and through interactions such as seminar presentations, discussions and supervision.

Summative assessment is concerned with the judgement of the learning in relation to the exit level outcomes of the qualification. Such judgement includes integrated assessment, which assesses the learners' ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the exit-level outcomes of the qualification. Evaluation of learner performance to demonstrate applied competence; and criterion-referenced assessment, which is clearly explained to and understood by the learners and that, can be applied in the Recognition of Prior Learning.