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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. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Bachelor of Science in Agriculture |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 101227 | Bachelor of Science in Agriculture | |||
| ORIGINATOR | ||||
| North West University | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National First Degree(Min 480) | Field 01 - Agriculture and Nature Conservation | Primary Agriculture | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 480 | Not Applicable | NQF Level 08 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0324/24 | 2024-07-01 | 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 does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of the Bachelor of Science in Agriculture qualification is to equip students with the necessary integrated and advanced knowledge and skills of agricultural economics, land management and rural development, Animal and Crop Science, Precision Agricultural Production and Management, Animal Health and Welfare, Disease Control and border management and thus provide the country with qualified personnel that will cover the whole agricultural scope that can contribute to the improvement of the agricultural sector in South Africa and internationally; and to prepare students for further academic study. Upon completion of the qualification, qualifying learners will be able to: Attributes of a graduate are the possession of a blend of scientific knowledge, practical skills, and professional traits that make them competent in various agricultural domains. Below are the key attributes: Rationale: The rationale of this qualification is to provide education and training in Agricultural Science theory and practice that will enable graduates to work in different agro-ecologies of South Africa and the rest of Africa, with a special focus on semi-arid areas, as researchers, academics and as specialists in their respective fields. The general pathway links to further education, the vocational pathway will lead to occupations in the workplace and sectors, while the professional pathway will lead to registration with statutory bodies. The qualification links to the general and vocational pathways, leading to further education and to occupations in the workplace and sectors. Typical occupations/professions in which the qualifying learner will operate include a Farmer, Farm Manager, Logistic Manager, Pricing Analyst, Financial Analyst, Purchasing Manager, Economic Analyst, Policy Analyst, Economic Consultant, Supply Chain Manager, Risk Manager, Commodity Manager, Agribusiness Manager, Loan Officer, Laboratory Technicians, Extension Officers, Livestock Specialist, Animal Nutritionist, Pasture Scientist, Animal Breeder Scientist, Lecturer (Higher Education, Colleges), High School Teachers, Consultant, Animal Science Technician, Poultry Specialist, Marketing Specialist (Animal Products), Dairy Technician, Crop Production Officer, Crop Scientist, Agronomist, Extension Agronomist, Field Trials Agronomist, Research Agronomist, Farming Field Manager, Horticulturist, Soil Scientist, Crop Protection Officer, Plant Breeding Technician, Animal Health Technicians, Animal Health Researchers, Veterinary Marketing Managers and Consultants. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
In accordance with the 2019 amended National Policy and Criteria for the Implementation of Recognition of Prior Learning: RPL refers to the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and rigorously assessed and moderated for the purposes of alternative access and admission, recognition and certification, or further learning and development. RPL must be conducted in a valid, reliable, transparent and equitable way. RPL decisions must be cognisant of statutory requirements and standard selection criteria in the case of professional qualifications. RPL may be used to grant access to a qualification, or for purposes of advanced standing or exempting a candidate from a module(s) of a particular academic programme on the grounds of the outcomes of the module(s) having been attained as evident from the RPL portfolio submitted by the candidate and evaluated by the panel of academic experts in the Faculty concerned. RPL will be applied according to the institution's General Academic Rules (2019:3-4), Rules 1.6 and 1.7 and Rules for Teaching, Learning and Assessment (2019), as follows: Only proven informal or non-formal learning may be taken into consideration by means of RPL; the process of equivalence-setting between such learning and formal modules must be documented, and its outcome must be recorded on the official learner record. Where a learner was granted an exemption for one or more modules as a consequence of RPL, the remaining HEMIS credits required for the qualification must be obtained by completing the relevant programme. The maximum portion of a qualification from which a learner may be exempted by means of RPL is fifty per cent of the credits of the full qualification. Not more than 10% of a cohort of learners in an academic programme can be admitted through an RPL process. Credit recognition and transfer: Credit recognition and transfer entails a documented process by means of which a learner receives credit for specified prescribed modules or coursework components of a formal programme offered by the university, allowing the adjustment of the minimum study period for the completion of a programme offered by the university within the framework of General academic Rules 2 to 5. Credit recognition and transfer may only be granted for credits obtained during studies towards a formal qualification, including credits obtained for modules taken for non-degree purposes. For the purposes of credit recognition and transfer, distinctions are maintained between programmes leading to a qualification that has been completed and those that have not been completed and between credits received in programmes offered by the university and credits received from other recognised higher education institutions. Credit recognition and transfer apply to: Credit recognition and transfer can only be granted to a learner who meets the minimum admission requirements of the qualification and programme for which the learner wishes to register. The procedure and form of written application, and the conditions for credit recognition and transfer in formal academic programmes and qualifications offered by a faculty must be provided for in the faculty rules. The executive dean of a faculty has the final discretion regarding the granting of credit recognition and transfer and is responsible for overseeing the procedure provided for in rule 1.7.3 and for ensuring appropriate record-keeping thereof. Entry Requirements: Or Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification comprises compulsory modules at National Qualifications Framework (NQF) Levels 5, 6, 7, and 8, totalling 512 Credits.
This qualification can be attained through one of 8 streams. Stream with Agricultural Economics Compulsory Modules, NQF Level 5, 120 Total Credits Compulsory Modules, NQF Level 6, 136 Total Credits Compulsory Modules, NQF Level 7, 136 Total Credits Compulsory Modules, NQF Level 8, 120 Total Credits Stream with Animal Science Compulsory Modules, NQF Level 5, 120 Total Credits Compulsory Modules, NQF Level 6, 140 Total Credits Compulsory Modules, NQF Level 7, 132 Total Credits Compulsory Modules, NQF Level 8, 120 Total Credits Stream with Agronomy and Horticulture Compulsory Modules, NQF Level 5, 120 Total Credits Compulsory Modules, NQF Level 6, 148 Total Credits Compulsory Modules, NQF Level 7, 136 Total Credits Compulsory Modules, NQF Level 8, 108 Total Credits Stream with Agronomy and Agricultural Economics Compulsory Modules, NQF Level 5, 120 Total Credits Compulsory Modules, NQF Level 6, 136 Total Credits Compulsory Modules, NQF Level 7, 128 Total Credits Compulsory Modules, NQF Level 8, 128 Total Credits Stream with Agronomy and Soil Science Compulsory Modules, NQF Level 5, 120 Total Credits Compulsory Modules, NQF Level 6, 136 Total Credits Compulsory Modules, NQF Level 7, 128 Total Credits Compulsory Modules, NQF Level 8, 128 Total Credits Stream with Animal Health Compulsory Modules, NQF Level 5, 124 Total Credits Compulsory Modules, NQF Level 6, 144 Total Credits Compulsory Modules, NQF Level 7, 116 Total Credits Compulsory Modules, NQF Level 8, 128 Total Credits |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrated integrated knowledge and understanding of the broad field of Agricultural Science and specialised knowledge of the theories and principles of agricultural economics, food security analysis, farm management and planning, farm accounting, micro and macroeconomics, land resource management, agriculture and land resource economics, farm planning and linear programming, production economics, agricultural marketing, agricultural policy analysis, international agricultural trade, agricultural finance, agriculture and economic development, rural sociology, communication and technology transfer, agricultural project appraisal and management and the ability to apply such knowledge to practice.
2. Demonstrate knowledge of and the ability to select the research methods and techniques best suited to a typical problem in Agricultural Science research. 3. Comprehend scientific literature directed at Agricultural Science. 4. Apply knowledge to practice by assessing land for suitability for agricultural activities. 5. Draw and interpret graphs, tables and diagrams illustrating scientific data and concepts, and understand basic concepts relating to the design and analysis of research in the Agricultural Sciences. 6. Communicate effectively about Agricultural Sciences to a range of audiences, both orally and in writing, using appropriate traditional and emerging media. 7. Engage actively and effectively in discussions of complex issues relevant to the Agricultural Sciences. 8. Demonstrate knowledge of development challenges faced by the Agricultural sector and an appreciation of public-private sector partnerships in dealing with these challenges. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcomes 1-8:
The following Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes: 1. Demonstrate a systematic and integrated knowledge and understanding of, and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories. 2. Apply appropriate discipline-related methods of scientific inquiry and independently validate, evaluate and manage sources of information. 3. Demonstrate critical reflection on, understanding of, and application of appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within related practice. 4. Demonstrate professional and ethical behaviour within an academic and discipline-related environment with sensitivity towards societal and cultural considerations. 5. Effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as technology. 6.Demonstrate effective functioning as a member and/or leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress. Integrated Assessment Student Academic Access, Retention, Attainment and Success (ARAS) at the institution require heightened responsiveness in provisions for social justice and equal opportunity, including but not limited to admission requirements, academic content, assessment approaches and methods, modes of provision, student academic development and support opportunities, and non-academic support to students. Teaching, learning and assessment should promote competency-based pedagogical practices that emphasise the promotion of flexible learning and thinking, self-directed and lifelong learning, local and global knowledge, diverse learning opportunities and assessment criteria to promote the academic success of a diverse student body. Curriculum compilation implies a logical coherence and continuous constructive alignment of: Methods used for integrated assessment include continuous, formative (informal and formal), and summative assessments. Opportunities for both continuous formative and summative assessments are embedded in the learning design of the qualification throughout the year of study, in the form of written and practical assignments, portfolios, practical assessments, written and practical examinations and a research report to align with the associated outcomes and assessment criteria and the graduate attributes. Assessment focuses particularly on a critical, creative, and interpretative perspective of the various disciplines. At least one opportunity for integrated assessment, where the main purpose and key outcomes of the qualification/internal programme are assessed, is included in the assessment activities for this qualification. Oral presentations of smaller integrated research projects or seminars in individual, as well as group contexts, may also be employed. The qualification incorporates an inclusive and integrated approach to assessment; assessment practices are open, transparent, fair, valid, and reliable to ensure that students are not disadvantaged during the process. The module mark for all coursework modules is based on a combination of a module participation mark and an examination mark in the ratio determined in the applicable faculty rules, except where the module mark is based on continuous assessment or where no participation mark is required. In the case of continuous assessment modules, the module mark is based on the weighted average of the assessments prescribed for the module, according to the weights prescribed for the different assessment tasks. Taking into account the institution's A-rules 1.3.3, 1.14, 1.17 and 1.19.3, an undergraduate qualification is obtained when final verification and audit confirmation are given that a student has successfully completed all the modules prescribed in the applicable faculty rules for the programme of the qualification concerned. Formative Assessment: Examples of methods by which informal and formal formative assessments are done include class and online tests, discussions, feedback and critique during contact and blended learning sessions and practical sessions. Examples of methods by which continuous assessment is done include portfolios, simulations, self- and group reflections, written assignments, written tests and online tests, case studies and case presentations, peer group evaluation, and face-to-face contact with students. Summative Assessment: Examples of methods by which summative assessment is done include written exam papers, projects and portfolios of evidence during which all theoretical knowledge, problem-solving skills and practical skills are integrated and assessed.¿ Work Integrated Learning: The WIL module provides the students with the opportunity to apply their knowledge and skills to practical learning situations in a real-world context. The institution recognises Work-Integrated Learning (WIL) as purposeful, organised, supervised and assessed educational activities and experiences that integrate theoretical learning with its application in a real or simulated workplace context. WIL forms a compulsory component of the Bachelor of Science in Agriculture, as required/suggested by the South African Council for Natural Scientific Professions. WIL modules and outcomes, as well as placement conditions, must, where applicable, align with the relevant statutory/professional body requirements. WIL is integrated into selected modules designated for such a purpose and must be credit-bearing, supervised and assessed. This is also a system requirement to ensure compatibility and alignment with the institution's Work Integrated Service Learning (WISL) system during the integration of WIL activities on the system. Faculties must utilise the centralised WISL system to manage their student placements. Although the system is managed through a central office located in the CTL, WIL modules and the concomitant activities required to register students and placement data in the WISL remain with Faculties. WIL has as its aim to enhance a) excellence and practicability of the student learning experience, b) the civic responsibility of students, and c) the vocational skills and, thereby, the workplace readiness and employability of graduates. |
| INTERNATIONAL COMPARABILITY |
| Country 1: Ontario, Canada
Institution: University of Guelph (UG) Qualification Title: BSc (Agric) Agriculture The Bachelor of Science in Agriculture at the University of Guelph (UG) aligns closely with the NWU BSc (Agric) in terms of purpose, structure, and academic rigour. Both qualifications require a bachelor's entrance with science subjects passed, ensuring that incoming students have a strong foundational background in the sciences necessary for agricultural studies. The UG programme is a four-year honours degree offering a base and foundation science courses in the first year. This initial year also incorporates modules in written communication skills, humanities, and social behaviour, providing students with a broad academic grounding. From the second year onwards, students select from a range of science electives that determine their specific field of study. These options allow students to focus on Agricultural Economics, Animal Health, Animal Science, Agronomy, Horticultural Sciences, Production and Management, or a research-focused track. The NWU qualificationfollows a similar structure in terms of foundational science in the early years, but instead of offering late-stage specialisation through electives, it offers distinct, clearly defined majors from the outset, including Agricultural Economics, Animal Science, Animal Health, Agronomy and Horticulture, Agronomy and Agricultural Economics, and Agronomy and Soil Science. A notable feature of both programmes is the incorporation of experiential learning. At UG, work-integrated learning modules in the fourth year are designed to equip graduates with "day-one competency" skills, ensuring they are ready for professional practice immediately upon graduation. Similarly, NWU places emphasis on applied learning within its core curriculum, aligning with the profession's standards for workplace readiness. Both qualifications adhere to international professional standards. In Ontario, graduates of UG meet the educational requirements for membership in the Ontario Institute of Agrologists, which forms part of the Agricultural Institute of Canada. The UG programme has full accreditation from the Agricultural Institute of Canada, awarded in April 2007. Likewise, the NWU graduates meet the professional requirements for membership in the South African Council for Natural Scientific Professions (SACNASP) for science-focused programmes, the South African Veterinary Council (SAVC) for Animal Health programmes, and other relevant national and international agricultural societies. While the qualifications are comparable in scope and standard, the NWU BSc (Agric)is uniquely designed to address the agricultural, environmental, and economic conditions of the South African context. Country 2: United States of America Institution: University of Colorado (UC) Qualification Title: BSc Agriculture and BSc Agribusiness The University of Colorado (UC) offers Bachelor of Science programmes in Agriculture and Agribusiness that compare closely with the NWU BSc (Agric) in purpose, entry requirements, and professional preparation. Both qualifications require a bachelor's entrance with science subjects passed and are structured as four-year honours programmes. In terms of curriculum design, the UC degree begins with base and foundational science courses in the first year, complemented by modules in written communication skills, humanities, and social behaviour. From the second year onward, students undertake science electives leading to a specialised focus area, including Agricultural Economics, Animal Health, Animal Science, Agronomy, and Horticultural Sciences, as well as Production and Management, or a research-focused pathway in the third and fourth years. This is similar to NWU's approach in content coverage; however, at NWU, these specialisations are offered as defined degree streams from the outset rather than being determined through final-year elective choice. Both institutions place significant emphasis on experiential learning. At UC, work-integrated learning modules in the fourth year ensure that graduates develop professional skills necessary for immediate entry into agricultural practice. NWU has a comparable focus on applied and industry-relevant training embedded across its majors. Regarding professional recognition, UC graduates must apply for FAVCIP status and meet the associated requirements for professional standing in the United States. NWU graduates are similarly required to meet the criteria for membership in professional bodies, including the South African Council for Natural Scientific Professions (SACNASP) for science-based programmes and the South African Veterinary Council (SAVC) for Animal Health programmes, along with eligibility for other national and international agricultural societies. Both qualifications are well-regarded internationally, but the NWU BSc (Agric) is distinct in that it is designed to address the specific needs, agricultural practices, and socio-economic realities of the South African environment. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for horizontal, vertical and diagonal articulation.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| NOTES |
| N/A |
| LEARNING PROGRAMMES RECORDED AGAINST THIS 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. | North West University |
| 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. |