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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Science Honours in Chemistry 
SAQA QUAL ID QUALIFICATION TITLE
101062  Bachelor of Science Honours in Chemistry 
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 Chemistry is to provide graduates with the knowledge, specific skills and applied and theoretical competence in the field of Chemistry and to provide opportunities for continued personal intellectual growth, gainful economic activity and valuable contributions to society.

Rationale:
The qualification is a specialisation in the field of Chemistry to prepare the learners for research-based postgraduate study. The qualification provides qualifying learners with an understanding of fundamental scientific principles and methods as applied to the field of Chemistry and the intellectual and practical skills to apply the advanced theory and specialised experimental methods of Chemistry.

The qualification is intended to provide the country with graduates who have specialized knowledge in the chemical sciences and can therefore serve the community in a variety of important ways, in both the public and private sectors.

The qualification will provide South Africa (and other countries) with graduates in Chemistry to ensure that the leadership base of innovative and knowledge-based economic and scholarly activity is widened.

The qualification will also provide South Africa (and other countries) with people who can perform a constructive role they need to play as intellectual leaders in their society. 

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 requirements for this qualification are:
  • Bachelor of Science, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 8, 120 Credits:
  • Inorganic Chemistry, 12 Credits.
  • Physical Chemistry, 12 Credits.
  • Organic Chemistry IV, 12 Credits.
  • Organic Polymer Chemistry, 12 Credits.
  • Molecular Symmetry, 12 Credits.
  • Analytical Chemistry IV, 12 Credits.
  • Environmental Chemistry, 12 Credits.
  • Research Project, 36 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an in-depth, specialised understanding and knowledge of advanced concepts in Chemistry.
    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. Communicate effectively, in both oral and written modes, with peers and the broader community using the appropriate structure, style and graphic support.
    4. Exhibit necessary skills to successfully research limited scope.
    5. Use science and technology in complex and challenging contexts and make autonomous ethical decisions on complex professional issues following recognised professional and/or ethical standards. 

    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 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.
  • Communicate the evidence of these group interactions through (written and/or oral) reporting.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Communicate 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 4:
  • Identify the research problem.
  • Describe the research methods/procedures and techniques to be followed.
  • Collect, analyse and interpret data.
  • Write up the results in a clear, concise and acceptable manner.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Use appropriate technology correctly, safely and responsibly through the awareness of the impact of chemicals on the environment.
  • Assess the risks and dangers involved in the use of chemicals and chemical technology.

    Integrated Assessment:
    The institution has detailed policies and procedures on assessment, including moderation, assessment principles, learner dispute processes, record keeping, infringements and plagiarism. The department of chemistry follows all these policies, and keeps records of compliance, including moderation, for quality assurance and auditing purposes.

    For each module, an assessment plan is captured in advanced and approved by the COD and the dean. This assessment plan includes the year mark/project/exam contributions and the contributions and due dates of individual assignments; there are strict rules on amendments made to the assessment plans.

    Assessment of the Theory Modules:
    The formative assessment is in the form of three assignments. The three written assignments contribute a total of 20% towards the final mark. The summative assessment is in the form of a three hour written examination. The examination mark contributes 80% towards the final mark. Learners who obtain a mark of 40% to 49% in the examination qualify for a supplementary examination.

    Assessment of the Chemistry Honours Research Project:
    The formative assessment for the CHE4808 module is in the form of a research proposal on a chosen topic in Chemistry and contributes 30% towards the final mark. The non-venue examination process involves the submission of laboratory reports and a mini-dissertation. The examination mark contributes 70% of the final mark.

    To pass a module, a learner must obtain a sub-minimum of 40% during the final examination process. During the offering of the qualification, the Assignments and Examinations sections respectively record assessment results according to strict quality assurance and auditing measures. Department of Registrations keeps up-to-date information about the progress of each learner. 
    		•

    INTERNATIONAL COMPARABILITY 
    The South African Qualifications Authority (SAQA) level descriptors for Higher Education Qualifications Framework (HEQF) Level 7 were used to design the qualification standard. These Level Descriptors are internationally benchmarked criteria based upon published work of the National Quality Assurance bodies in England, Scotland, Northern Ireland, New Zealand, and Australia. Thus, the qualification compares favourably with other similar qualifications, nationally and internationally with regards to outcomes and assessment criteria, qualification design, degree of difficulty and notional learning time.

    The Bachelor of Science in Chemistry offered at Case Western Reserve University in Ohio can be regarded as a qualification that is comparable to the Bachelor of Science Honours in Chemistry at the South African institution. Similarities can be drawn from its widespread module composition that exposes learners to critical topics within the field of Chemistry. Modules that are particularly similar in both qualification include analytical chemistry, organic chemistry, physical chemistry and a research chemistry project.

    The University of Liverpool offers a Chemistry Bachelor of Science Honours degree that is a 3-year qualification. The qualification introduces learners to various topics at the first-year level within the field of chemistry. The qualification is comparable to the Bachelor of Science Honours in Chemistry as both qualifications contain key modules such as Inorganic chemistry, organic chemistry, physical chemistry and analytical chemistry.

    The Bachelor of Science with Honours from the University of Canterbury compares with the South African qualification. The qualifications are similar in that they have key topics that are critical in the field of chemistry embedded in their curricula. Both qualifications also have a research component as a requirement whereby learners to conduct research related to chemistry. In this regard, analytical skills are cultivated. 

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

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

    Vertical Articulation:
  • Master of Science in Chemistry, 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.