Master of Social Science in Social Policy

Purpose

The qualification aims to develop learners with advanced specialist knowledge in the field of social policy; realise a high degree of sustained proficiency in both scholarship and professional training at a postgraduate level in social policy; produce skilled practitioners who can address key social, political and economic issues related to social policy; equip learners with advanced knowledge and skills in planning, conducting and publishing research in the field of social policy. Also allow learners to develop specialised knowledge, skills and abilities in the following areas: Advanced policy research, Public Participation and Governance, Monitoring and evaluation and Basic services delivery in South Africa. It also aims to give learners the knowledge and skills necessary for social policy analysis and developmental management, in responsible positions in the public service, Non-Governmental Organisations (NGO's) and other developmental institutions; thus helping to meet the challenge of managing change in South Africa and the broader Southern African region.

Rationale

Political change in South Africa, as well as powerful global forces, have resulted in a process of major policy changes in virtually all spheres of the country's social and economic life in recent years. This process of transformation has created the need for a considerable increase in personnel trained in the analysis of social and economic issues and policies.

The qualification seeks to

• Develop learners with advanced specialist knowledge in the field of social policy.
• Realise a high degree of sustained proficiency in both scholarship and professional training at a postgraduate level in social policy.
• Produce skilled practitioners who can address key social, political and economic issues related to social policy.
• Equip learners with advanced knowledge and skills in planning, conducting and publishing research in the field of social policy.
• Allow learners to develop specialised knowledge, skills and abilities in the following areas, advanced policy research, Public Participation and Governance, monitoring and evaluation and basic services delivery in South Africa.

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

• Bachelor of Social Science Honours in Social Policy, National Qualifications Framework (NQF) Level 8.

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

• Public Participation and Governance, 32 Credits.
• Political Economy of Basic Services Delivery, 32 Credits.
• South African Economic Issues, 16 Credits.
• Short Dissertation: Social Policy, 96 Credits.
• Social Research Design and Practice, 16 Credits.

1. Demonstrate clear and comprehensive knowledge and understanding and be able to analyse the main social policy theories, concepts, rationale and purposes.
2. Demonstrate a thorough knowledge of social policy methods, models and techniques.
3. Demonstrate the ability to critically and competently contribute to the policy arena in all areas of policy research, studies and practices in an applied manner.
4. Demonstrate a comprehensive knowledge and understanding of the South African context of social policy and the critical debates within this field.
5. Be able to solve problems, of a theoretical and applied nature, pertaining to the design, implementation, analysis, and monitoring and evaluation of policies.
6. Be able to 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 students.
8. Be able to construct, develop theoretically and philosophically informed arguments within the field of social policy.
9. Be able to analyse existing social policy and provide theoretical and practical alternatives.

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

• Understanding of the fundamentals of research, including research design, methods, research processes and methods of data analysis.
• Apply knowledge and skills by conceptualising a research problem and developing a cogent research proposal.
• Acquire basic skills to analyse, summarise, present and interpret qualitative and/quantitative data.
• To critically engage with and analyse relevant theory related to the political economy of basic service delivery; to apply the theory to case study materials in practical applications; to synthesise theory and practice.
• To critically engage with and analyse relevant theory related to the South African Economic Issues.
• To critically engage with and analyse relevant theory related to public participation and governance.
• To apply the theory to case study materials in practical applications.
• To synthesise theory and practice.

Integrated Assessment

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

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 papers in which the student must demonstrate their ability to access, outline, evaluate and synthesise the current state of critical/ theoretical debate, demonstrating their personal engagement with the literature.
• Research plans, research proposals and ethical clearance forms.
• Independent individual research on social policy issues.
• Oral presentations and examinations.

The approach and methods of assessment are multi-mode, incorporate both formative and Summative assessment and are designed to assess different competencies of the students. For example, the research proposal and seminar papers constitute formative assessment. The oral presentations and examinations are based on summative assessment. The aforementioned methods of assessment are designed to assess specific competencies of the students as stated in the learning outcomes. Assessment of performance will take the form of research proposals, seminar papers on theories and models and a discussion of these in the classroom.