Postgraduate Diploma in Marine Science

Purpose

The Postgraduate Diploma in Marine Science qualification is designed to provide the required knowledge, skills and competences to learners through lectures, tutorials, discussion groups, learners' presentations, field and laboratory techniques and supervisor contact time takes place. The qualification caters for two types of learners, one that is younger and has just completed an Advanced Diploma and will be continuing their studying full-time; and the other that is older, working in the industry for some time and is now wanting to develop their research skills. The blended learning approach will suit both types of learners that may potentially do this qualification.

This qualification intends to provide the Marine Science industry with professionally competent people in the field of scientific research who will be able to manage and facilitate research activities within their organisations. The learner will have in-depth knowledge of the scientific process, the sourcing and collating of peer-reviewed scientific information, the compiling and evaluation of research proposals, understand and be able to apply statistics to research data and have a firm grasp of research techniques in their chosen field of specialisation e.g. physical, chemical or biological oceanography and marine conservation. They will also be at a level of competence to be employed as a research technician and have the capacity to evaluate applications for research within a particular organisation.

Qualifying learners will be able to

• Demonstrate an understanding of and explain the development of science.
• Manipulate and interpret marine data using the appropriate statistical tests.
• Access, process and manage information, in respect of which a learner can demonstrate the ability to critically review information gathering, synthesis of data, evaluation and management processes in specialised contexts to develop creative responses to problems and issues.
• Understand the theory of, and accurately make use of, the appropriate methods for their chosen marine science field.
• Demonstrate an understanding of the complexities and uncertainties of selecting, applying or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in a specialised field, discipline or practice.
• Access, summarise and collate available peer-reviewed scientific knowledge in a selected marine science field into a comprehensive literature review.
• Demonstrate integrated knowledge of the central areas of one or more fields, disciplines or practices, including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice; and detailed knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices.
• Demonstrate the ability to interrogate multiple sources of knowledge in an area of specialisation and to evaluate knowledge and processes of knowledge production.
• Plan, execute and write up a scientific report on a selected marine science topic.
• Demonstrate the ability to present and communicate academic, professional or occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the context.

Rationale

To address the issues that arise during the progression or movement of learners in the Universities of Technology (UoTs) during their postgraduate studies, the South African Higher Education Qualifications Sub-Framework (HEQSF), has introduced a process that should improve and facilitate the articulation of learners through their qualifications and to help them to potentially move from one qualification to another or one university to another during both their academic and professional careers (Government Gazette No. 36721 (02 August 2013)). It is with this in mind that the Marine Science Postgraduate Diploma (NQF Level 8) is being submitted.

South Africa is uniquely situated between two diverse ocean systems, to the east is the warm southward flowing eastern boundary Agulhas Current while to the west is the cold temperate Benguela Upwelling System. To the south, the relatively shallow Agulhas Bank is a region of mixed waters and the area forms a critical component of the South African oceans economy sectors, including fishing and oil and gas extraction. The high-energy coastline extends for close to 3000 km and has high oceanic biodiversity along the east coast, high coastal biodiversity along the south coast and high production and biomass of organisms along the west coast. The diversity of oceanographic and coastal conditions means that the Southern African marine environment contains a high number of the world's species, habitats and ecosystems within its coastal and open ocean pelagic areas, including a diverse range of estuarine systems. The South African marine and coastal environments have become, or are becoming, areas of conflict between competing sectors, between sectors and the environment and between conservation and anthropogenic driven changes. There is, therefore, an urgent need to train marine scientists with the requisite skills to investigate, analyse and creatively propose solutions to complex problems in this arena of marine sciences and the development of management policy.

South Africa has a National Development Plan 2030 (2012), the aim of which includes poverty alleviation, redistribution of resources and resource access as well as job creation. The South African Government has in 2014 developed its Operation Phakisa programme to fast-track the delivery of the NDP2030 objectives. The initial phase of Operation Phakisa - the "Unlocking of the Oceans Economy" began by identifying and analysing nine marine and maritime industry sectors (including Marine Transport and Manufacturing; Tourism; Offshore Oil and Gas; Construction; Renewable Energy; Fisheries and Aquaculture; Communication' Desalination and Marine Protection Services and Governance) as key priorities for advancement within the South African EEZ (including the EEZ of the South African Prince Edward Islands in the Southern Ocean). Initially, four growth areas (Marine Transport and Manufacturing Services; Offshore Oil and Gas Exploration and Production; Aquaculture and Marine Protection Services and Governance) were selected from these nine, with a further two (Small Harbour Development and Marine and Maritime Tourism) added subsequently. Each of the Focus Areas has been mandated to a particular South African Government Department, along with the identification of two enabler areas (Skills Development and Capacity Building and Research Technology and Innovation) identified in the process.

According to the Government Gazette number 41728: DHET National List of Occupations in High Demand (2018), the following are recognised as being in high demand: Biologists General, Marine Biologists, Zoologists, Life Science Technician, Environmental Science Technician. This qualification will equip successful learners to enter these fields.

A variety of industry stakeholders was consulted in the conceptualisation of the qualification as well as the compilation of desired outcomes. This took the form of Advisory Committee meetings as well as a structured workshop to which relevant industry partners were invited to give input on the proposed qualification. All the industry partners supported the need for the type of qualification proposed and their input was incorporated (with changes where necessary) into the proposed new qualification.

Over and above this expansion, South Africa already has extensive fisheries sectors. Marine and maritime industry sectors are consequently rapidly-growing fields in South Africa, and there is along with the expansion of the ocean economy, a need for the development of skills and research capacity particularly in the Marine Protection Services and Governance arena where research skills are at a premium. Aligned with this Focus Areas are the Marine Spatial Planning Bill and Framework, the proposal for the establishment of 22 new Marine Protected Areas within the EEZ, the development of a National Water Quality Monitoring Programme and a National Oceans and Coastal Information Ocean management is increasingly being carried out through research-based ecosystem approach so that there is a dire need for the development of research and skills capacity in several ocean science areas, including aquaculture and water quality monitoring, ocean governance and marine spatial planning, data management, physical and chemical oceanography, marine biology and ecology.

The qualification addresses these needs by giving learners the requisite training in a wide variety of marine science fields for which there is an increasing market within academia, industry and government authority departments. This provides the research capacity needed to adequately manage the marine environment and the continuous provision of ecosystem services that underpin the South African economy. A vital point to note is that no comparable qualification exists within South Africa at present, highlighting the importance of this qualification at the institution.

The qualification will provide a vital link between undergraduate qualifications and the related Masters' Degree. It aims to explicitly equip learners with the requisite skills to research a Masters Degree successfully. Also, the qualification will provide a standalone qualification for those in the marine sciences who wish to work primarily in the field of research and monitoring.

Recognition of Prior Learning (RPL)

In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning (RPL). RPL is a process of identifying the knowledge and skills of a learner against the qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual, aimed at the individual needs of learners and is handled following an institutional RPL policy. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

The Institution follows the recruitment and admissions policies and strategies regarding access to this qualification. The institution's admissions policy stipulates that "all admissions have to comply with the principles of good practice such as fairness, reliability, validity, sufficiency, currency and transparency". The widening of access involves fair selection and placement mechanisms concerning race/gender.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Marine Science, NQF Level 7.

Or

• Bachelor of Technology in Oceanography, NQF Level 7.

Or

• An appropriate Bachelor's Degree, NQF Level 7.

This qualification consists of the following compulsory modules at NQF Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits

• Philosophy of Science, 10 Credits.
• Statistics for Marine Science, 20 Credits.
• Applied Marine Science Techniques, 20 Credits.
• Applied Ocean Science, 20 Credits.
• Applied Marine Biology, 20 Credits.
• Research Project, 30 Credits.

1. Demonstrate an understanding of the development of the nature of science to be conversant with some of the 'classics' within the field of marine science.
2. Manipulate and interpret marine data using the appropriate statistical tests.
3. Understand the theory of and accurately make use of the appropriate methods for their chosen marine science field.
4. Access, summarise and collate available peer-reviewed scientific knowledge in a selected marine science field into a comprehensive literature review.
5. Plan, execute and write up a scientific report on a selected marine science topic.
6. Communicate scientific information effectively in both formal and popular contexts.

The following Associated Assessment Criteria is applied across all the Exit Level Outcomes

• Complete a coherent and competent written and oral book review on a selected book.
• Make use of routine statistical tests to analyse given data, and then, make use of own collected data, select the correct statistical test, apply it correctly and interpret the output competently.
• Write a comprehensive report outlining the theoretical basis for selected methods that are appropriate for the learner's preferred field of study.
• Demonstrate competence in specified methods (selected in conjunction with the supervisor) so that collected data could be used in a scientific article.
• Write a comprehensive review of the scientific literature on at least three selected topics within the broader field of marine science.
• Produce an appropriate scientific report that consists of an Introduction, Methods, Results (including statistical analysis of data), and Discussion.
• Present seminars outlining the research project proposal and the research findings.
• Demonstrate an advanced understanding of factors that contribute to ecological destruction and how to minimise the impact on such activities in the marine environment.
• Utilise appropriate marine instruments for collecting data in the marine environment.
• Demonstrate an awareness and appreciation of the role of ethics in an ecological and environmental sense.
• Understand and implement principles of integrity and honesty.
• Examine and analyse sources of marine science, marine ecology, marine biology, marine technology and other applicable marine subjects to determine relevant legal and ethical principles.

Integrated Assessment

Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

Formative assessment is aimed at enhancing learning and provides learners with an opportunity to reflect critically on their learning and to improve their levels of personal accountability and time management. The formative assessment usually consists of a variety of assessment tasks relevant to the field of study. These may include draft reports, discussion groups, informal presentations, class tutorials and small class assignments.

Integrated assessment cuts across several modules of qualification and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

Integrated assessment in this qualification will take place continuously and learners will be assessed holistically using project reports. Although each subject will be assessed separately, assessments will be integrated particularly within the final research report (summative assessment) and will include elements of statistics, research techniques, scientific writing, data analysis and research outcome presentation.