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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Science Honours in Astronomy 
SAQA QUAL ID QUALIFICATION TITLE
101061  Bachelor of Science Honours in Astronomy 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 10 - Physical, Mathematical, Computer and Life Sciences  Physical Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
6085  Bachelor of Science Honours  Level 7  NQF Level 08  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The primary purpose of the Bachelor of Science Honours in Astronomy is to develop the intellectual, practical and analytic skills of the learner to enable the learner to independently read, analyse, formulate, interpret, understand, communicate and apply Astronomy. The qualification prepares learners for a career in a mathematically oriented field and provides a basis for further postgraduate studies in Astronomy.

Accordingly, the qualification embodies aspects of academic training such as understanding of the scientific literature as well as the furtherance of the requirements of literacy, numeracy and computer literacy first introduced in the BSc qualifications.

Rationale:
To provide South Africa with significant numbers of Postgraduates in the field of Astronomy to ensure that the local leadership base of innovative and knowledge-based economic and scholarly activity is widened.

The qualification will embody aspects of practical training essential for functioning as a professional scientist in a work environment. The qualification will also equip learners with the tools necessary for them to enter a path to be professional academic practitioners in their particular disciplines: again, most South African Universities insist on a Bachelor of Science (BSc) Honours level qualification as the minimum entry standard for further Postgraduate training.

The qualification will provide opportunities for continued personal intellectual growth, gainful economic activity and valuable contributions to society.

Astronomy is a vast and ever-growing subject, which incorporates successful explorations of numerical, geometrical and logical relationships. It has varied applications in very many branches of human activity, including Science, Engineering, Medicine and Commerce. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The RPL procedures manual of the institution governs and guides the RPL strategy on the implementation of the RPL policy. The RPL procedures are implemented to provide alternative admission routes into formal qualifications for learners who do not meet the statutory admission requirements, granting of module credits towards a qualification or can be used as a career development tool. Recognition of Prior Learning at the institution serves a social justice function based on the premise that people learn both inside and outside formal learning structures and that this learning can be worthy of recognition and credit.

The procedure for RPL assessment and accreditation at the institution may be briefly summarized in the following phases:

RPL application and pre-assessment phase:
In this phase, candidates would apply for admission into an undergraduate qualification and consult with the institutional counselling department for guidance on the chosen qualification as well as the RPL processes. Pre-screening of the RPL application for completeness would commence. Once applications have been deemed viable, candidates will be informed and taken through the portfolio development workshop before the assessment processes commence.

Assessment phase:
In this phase, the candidate would complete their portfolio and submit evidence to be assessed for RPL recognition. The submission by the candidate would then be assessed, a report on the submission will be compiled and finalised before it is sent for verification and ratification at the Executive Dean's office. Once verified, the candidate will be notified of the outcome.

Entry Requirements:
The minimum entry requirements for this qualification are:
Bachelor of Science, NQF Level 7. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
This qualification consists of compulsory and elective modules at Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 48 Credits:
  • Research Methods in Astronomy, 36 Credits.
  • Radiative Processes, 12 Credits.

    Elective Modules, Level 8, 72 Credits (Select six modules):
  • Special Topics in Astrophysics, 12 Credits.
  • Atomic and Molecular Spectroscopy, 12 Credits.
  • Galaxies I, 12 Credits.
  • Special Topics in Astrophysics, 12 Credits.
  • Special Topics in Astrophysics, 12 Credits.
  • Special Topics in Astrophysics, 12 Credits.
  • Special Topics in Astrophysics, 12 Credits.
  • Special Topics in Astrophysics, 12 Credits.
  • Special Topics in Astrophysics, 12 Credits.
  • Introduction to Mechanics of Fluids, 12 Credits.
  • Optimal Control, 12 Credits.
  • Advanced Mathematical Methods, 12 Credits.
  • Quantum Mechanics II, 12 Credits.
  • Statistical Physics, 12 Credits.
  • Electromagnetism, 12 Credits.
  • Quantum Mechanics I, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, analyse, formulate and solve convergent and divergent problems and issues related to the natural environment.
    2. Work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks within the field of environmental management.
    3. Manage and organise her or his activities and life responsibly and effectively, including her or his studies within the open and distance learning context.
    4. Collect, analyse, organise and critically evaluate information, as required for in the pursuit of the qualification.
    5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and for written presentation, often in pieces of sustained discourse.
    6. Use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global context.
    7. Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those locally and the broader community. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify, analyse and solve complex and advanced abstract problems by drawing on their own experience and theoretical knowledge and the experiential base of a single discipline or across interdisciplinary lines in the humanities.
  • Use their knowledge and experience to offer informed suggestions, or to generate alternative strategies, for dealing with problems at a community, national, international and global level.
  • Solve problems by generating alternative strategies for dealing with those problems.
  • Critically evaluate various theoretical standpoints and compare them to their views.
  • Offer evidence in a variety of ways (from a theoretical knowledge base, from an experiential base, etc.) to support their stated views.
  • Analyse the global, national and local community in terms of problems, needs and opportunities.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Use and propagate 'people skills' (tolerance, empathy, listening skills, etc.) in-group situations.
  • Demonstrate respect for the opinion of others through (written and/or oral) reporting without bias.
  • Demonstrate tolerance of diversity through (written and/or oral) reporting without bias.
  • Undertake projects of a theoretical and/or practical nature to provide evidence of successful interaction with others.
  • Use advanced communication skills within the group.
  • Act as supportive followers and group participants.
  • Organise themselves and others into effective working groups.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate the requisite theoretical skills and learning strategies.
  • Organise their study plans and engage in effective time management.
  • Assess their strengths and weaknesses and develop organisational strategies.
  • Evolve strategies best suited to their situations and contexts.
  • Think independently, and offer sustained theoretical evidence to support their decisions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Communicate their ideas logically and provide supporting evidence in a sustained manner.
  • Evaluate conclusions and premises in academic arguments and produce sound arguments.
  • Use language competently, showing awareness of (written and/or oral) conventions relevant to the discipline.
  • Use appropriate models of organisation and presentation as required in the relevant discipline.
  • Use statistics (where necessary) effectively in support of their ideas.
  • Identify and illustrate discipline-specific jargon.
  • Analyse, evaluate and critique the ideas of others.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Communicate their ideas logically and provide supporting evidence in a sustained manner.
  • Evaluate conclusions and premises in academic arguments and produce sound arguments.
  • Use language competently, showing awareness of (written and/or oral) conventions relevant to the discipline.
  • Use appropriate models of organisation and presentation as required in the relevant discipline.
  • Use statistics (where necessary) effectively in support of their ideas.
  • Identify and illustrate discipline-specific jargon.
  • Analyse, evaluate and critique the ideas of others.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate a responsible attitude towards scholarship and technology.
  • Use scientific methods of investigation, testing and evaluation.
  • Select technology to suit the needs of the individual or group.
  • Sustainably use natural resources.
  • Show respect for and a responsible/ethical attitude towards science and technology.
  • Show respect and openness towards the psychological, health and physical environment of others.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate their prior knowledge and experience as it is relevant to their discipline.
  • Connect the abstract knowledge of theory to the reality of their contexts.
  • Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around.
  • Look beyond and across traditional disciplinary boundaries for possible solutions.

    Integrated Assessment:
    Assessment is done in line with the institution's policy.

    Formative assessment is done employing activities in study guides, self-assessment questions in study guides and self-assessment assignments as well as written assignments that have to be submitted for assessment. The assignments are either in the form of multiple-choice questions (MCQs), short questions, essays or a combination. Learners must submit three-assignments for each module. The marks obtained for these assignments contribute a minimum of 20% towards the final mark for the module. The remaining mark is made up of the examination mark.

    Summative assessment is conducted utilizing a two to three-hour examination per module. 
    		•

    INTERNATIONAL COMPARABILITY 
    The institution forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators.

    The Bachelor of Science Honours in Astronomy compares with the Bachelor of Science Honours in Astronomy, Space Science and Astrophysics offered by the University of Kent. Both qualifications are comparable as they provide a variety of modules that expose learners to the dynamic fields of astronomy. The content of both qualifications is similar in that learners complete similar modules such as mathematics, physics, Atomic physics and Galaxies.

    Both qualifications are comparable in their integrated assessment practices, learners complete assignments during the semester and complete a written exam for each module to ascertain the competence of learners and assess whether outcomes of the modules are met.

    Lastly, both qualifications are similar in that they assist learners in gaining subject-specific skills such as using appropriate text, research-based materials and other learning tools as part of managing their life-long learning.

    This qualification also compares with the Bachelor of Science Honours Physics with Astronomy at the University of Liverpool primarily because both qualifications aim to broaden learners understanding of Physics and Astronomy. This is done through a well-structured curriculum that is fundamentally embedded in physics, mathematics and astronomy. The PQM mix of both qualifications are similar in that learners in the Bachelor of Science in Astronomy are also exposed to physics modules that they can complete as a requirement for the qualification. Similarly, both qualifications also develop the mathematical skills of learners through Maths modules embedded in the qualifications.

    The Bachelor of Science with Honours from the University of Canterbury compares with this qualification. The qualifications are similar as they both have a research component embedded in the qualification. Learners are also required to complete similar modules such as Mathematics and Physics. Both offerings are also structured similarly to allow learners either 1 year or 2 years to complete the qualification. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Bachelor of Science Honours in Mathematics, NQF Level 8.

    Vertical Articulation:
  • Master of Science, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. University of South Africa 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.