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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 | |||
| 101886 | Bachelor of Science in Agriculture | |||
| ORIGINATOR | ||||
| University of Mpumalanga | ||||
| 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 | |
| Reregistered | EXCO 0821/24 | 2021-07-01 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2034-06-30 | |||
| 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 qualification aims to train and equip agricultural scientists and researchers with the skills, knowledge and attitudes needed to conduct fundamental and applied technical agricultural research (across the whole value chain). This qualification will contribute to increasing productivity and profitability and contribute to building the capacity of farmers to innovate and to engage in market-orientated sustainable agricultural production, diversification of products and value adding. The curriculum is structured across five learning areas: foundational science, agricultural production science, agricultural business, natural resource management, and agricultural extension (with an emphasis on innovation). Each of these provides grounding in areas critical to sustainable agricultural production within a systems framework. The qualification enables learners to develop more than just science knowledge and skills but to enable them to develop a range of social skills as well. Rationale: The Bachelor of Science in Agriculture [BSc (Agriculture)] was developed to meet the demands of the changing agricultural landscape in South Africa. The changes redirect agriculture to the majority of the population which has been marginalised and generally denied meaningful access to the agricultural sector of the South African economy. This vision for agriculture calls for agricultural scientists who can conduct research (both independently and in collaboration with farmers and extension workers) to contribute to facilitating the establishment of self-reliant farmers who are, in turn, contributing to widespread prosperity. Agricultural Science is a critical skill identified in the National Development Plan. Graduates of the BSc (Agriculture) will contribute to enhancing the quality and effectiveness of agricultural research and technology innovation and development. They will help meet the demand for professional scientists who can participate in leading South African agriculture through the complex world of agricultural and rural transformation while at the same time supporting and helping to expand commercial agricultural activity and productivity. The qualification will seek to attract learners who are interested in both scientific exploration and discovery and in agriculture. The qualification will be closely tied to the labour market for agricultural scientists with the specific aim of providing them with a skill set that will enable them to obtain good-paying jobs or establish agricultural consultancies. Commodity groups like the South African Sugar Research Institute, the Citrus Growers Association, Cotton SA, Grain SA and other commodity groups all need agricultural scientists who understand and can work within South Africa's changing agricultural landscape. Further, the BSc (Agriculture), with a focus on agricultural sciences in the context of farming as a business, will support and strengthen the agricultural focus of our existing qualifications. Although the degree is formative in nature, the courses offered in second and third year create very clear career paths, for example, in Agricultural Science, Agricultural Management (Agricultural Science and Agricultural Business), Agricultural Entomology (Agricultural Science and Entomology) Water Management (Agricultural Science, Water Management and Environmental Science), and Agricultural Development (Agricultural Science, Agricultural Extension and Agricultural Policy). Any combination of the fourth-year courses will make educational sense. The subjects have been specifically chosen to support both the established and developing agricultural sector in the region. Learners who complete this Degree will immediately be able to work in a number of different agriculturally related fields, but will also be able to continue to complete further research based Degrees (i.e. Masters and PhD). Finally, this qualification is structured in compliance with the requirements of South African Council for Natural Scientific Professions under the Natural Scientific Professions Act, 2003 (Act No 27 of 2003) and will enable qualified graduates to register as a professional scientist. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning:
The University Policy on the Recognition of Prior Learning and Credit Accumulation and Transfer (CAT) will be followed. The assessment of RPL candidates and the decisions concerning status recognition and admission are academic tasks undertaken by discipline experts and quality assured by the faculty. Prior to formal application, learners seeking RPL access to a specific programme of study will approach the Registrar's Office and will then be directed to the appropriate Head of School. The Head of School will screen and advise the adult learner whether RPL is an option that they could pursue and what the procedure will entail. The applicant then completes an RPL application form and pays an application fee. The form is submitted to the Registrar's Office in the normal way. The Registrar's Office forwards the RPL application form to the relevant Dean who forwards it to the appropriate Head of School. The Head of School will identify an appropriate assessor(s) (normally the programme leader). The assessor(s) advise the applicant on how to gather and present the evidence required to demonstrate that they have met the stated learning outcomes and associated assessment criteria, and how the evidence needs to be presented for assessment. The assessment of the applicant is undertaken in a fair, transparent way against explicit assessment criteria. The Head of School is responsible for ensuring that quality assurance requirements have been met. The outcome of the RPL process, including written reports by the assessor(s) and a recommendation regarding status recognition and admission to a programme, articulation or recognition for a module, will be documented by the Head of School. The final decision regarding the recognition of status and admission of the RPL candidate to a particular programme of study will be made by the Dean and reported to the Registrar's Office, Faculty, the Teaching and Learning Committee of Senate and Senate. The Registrar's Office is responsible for communicating the outcome and decision to the applicant. Appeals concerning the outcome of RPL results will be considered by the DVC (Academic) and Registrar and the decision will be final. In accordance with the national guiding documents, RPL may be used to grant access to, or advanced standing in the BSc (Agriculture). Entry Requirements: National Senior Certificate granting access to Bachelor's Degree and with appropriate levels in Life Orientation, English (Home language or First Additional Language), Mathematics, two of Physical, Life, Agricultural Sciences of Geography. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of compulsory modules at Levels 5, 6, 7 and 8 and elective modules at Levels 6, 7 and 8, totalling 480 Credits.
Compulsory Modules, Level 5: 120 Credits: Compulsory Modules, Level 6: 90 Credits: Elective Modules, Level 6: 30 Credits: Compulsory Modules, Level 7: 90 Credits: Elective Modules, Level 7: 30 Credits: Compulsory Modules, Level 8: 120 Credits (choose a stream): Agricultural Science stream: Compulsory Modules: 90 Credits: Elective Modules: 30 Credits: Agricultural Business stream: Compulsory Modules: 90 Credits: Elective Modules: 30 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate knowledge of and engagement in an area at the forefront of a field, and of the theories, research methodologies, methods and techniques relevant to the field, and understand how to apply such knowledge in a particular context.
2. Demonstrate an ability to interrogate multiple sources of knowledge in an area of specialisation and evaluate knowledge and processes of knowledge production. 3. Demonstrate an understanding of the complexities and uncertainties of selecting and applying or transferring appropriate standard procedures process and techniques to unfamiliar problems in specialised fields. 4. Use a range of specialised skills to identify, analyse and address complex or abstract problems drawing systematically on the body of knowledge and methods appropriate for the field. 5. Identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts. 6. Critically review information gathering, evaluation and management processes to address problems and issues in agriculture. 7. Present and communicate academic, professional or occupational ideas and texts effectively to a range of audiences, offering insights, rigorous interpretations and solutions to agricultural problems. 8. Operate effectively within a system or manage a system based on an understanding of the roles and relationships within the system. 9. Apply, in a self critical manner, learning strategies which effectively address his or her professional and ongoing learning needs and the professional and ongoing learning needs of others. 10. Take full responsibility for work, decision-making and use of resources, and full accountability for the decisions and actions of others where appropriate and understand that as a team leader they are responsible for the actions of those who report to them. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: Integrated Assessment: Assessment will be both of learning and for learning and will include a balance of formative and summative assessments. Formative assessment will be continuous with feedback provided each week for practical and other assignments. Summative assessment will include tests and exams. In both cases learners will be provided with feedback. |
| INTERNATIONAL COMPARABILITY |
| Agricultural Science qualifications vary widely internationally. They are broadly characterised by three things: the number of years to obtain the first Degree (either three or four years); the emphasis on either agricultural science or agricultural practice; and the inclusion of non-technical science learning.
Countries like the Australia, United States and India have almost exclusively four-year qualifications leading to a Bachelor of Science in Agriculture. Countries like the United Kingdom (and South Africa) have options of three and four-year Bachelor of Science in Agriculture. The American Bachelor of Science [BSc (Agriculture)], while being four years, comprises roughly a year of non-technical science learning (e.g. history, English, arts, sociology, second language) as a part of the required learning. The agricultural content is primarily Agricultural Science. Fourth year has a research component. The following is a typical description of an American BSc (Agriculture). The qualifications are typically divided between a focus on managing agricultural businesses and managing production in the frameworks of soil, plant or animal management. Entrance is obtained via a high school Diploma or its equivalent and high school-level coursework in lab sciences or advanced mathematics are often requited. Specific curricula vary depending on the agricultural focus of the programme; and many programmes include business-related topics. In addition to the agricultural science/practice modules, most programmes include combinations of economics in agriculture, agribusiness management, livestock biometrics food and agricultural marketing, agricultural research and statistics. In some cases, learners are expected to complete an internship. The Australian four-year Degree offers general science, agricultural economics and some introductory agriculture in first year and then specialises in agriculture in years two-three. The curriculum appears to be mixed agricultural science and agricultural practice. Fourth year has a research component. There is no non-technical science learning included in the curriculum. The Indian four-year Degrees appear to be fairly consistent in construction. They offer a diverse curriculum which allows learners to choose areas of interest within the general ambit of agriculture, including (in addition to the mainstream agricultural modules, agricultural engineering, statistics, marketing. Progammes include Chemistry and Biology with electives in agriculturally focused Botany, Biotechnology, Chemistry, Economics, Extension, Agronomy, and Social Forestry. The qualifications appear to be a mix of agricultural science and agricultural practice. The United Kingdom (UK) Degrees are less consistent. There are three and four-year qualification which offer varying combinations of agricultural science and agricultural practice. They generally do not have a common first year of science, but are more inclined to start straight away with agricultural learning. The three-year Degrees are leaning more towards agricultural practice and the four-year Degrees are leaning toward agricultural science. South Africa has for many years now used the format of a common first year in general sciences (Chemistry, Physics and Biology), maths/statistics and academic communication. Agriculture only features as a distinct discipline from second year. Thus, while it is a four-year Degree resembling that of the United States of America (USA), the BSc (Agriculture) in South Africa does not have the non-technical science (humanities) component that is embedded in the American qualification. Further, the South African Degrees lean toward agricultural science rather than agricultural practice. This institution has opted to develop a curriculum that diverges somewhat from the South African pattern by offering both fundamental sciences and some agriculturally focused science learning in first year. The remaining three years are dedicated to agricultural learning (i.e. there is no non-technical (humanities) learning), but the agricultural learning is a conscious mix of agricultural science and agricultural practice. Thus, comparatively, the degree most closely resembles the Indian and Australian Degrees. |
| ARTICULATION OPTIONS |
| This qualification offers horizontal articulation options with the following qualifications:
Horizontal Articulation: Routes into this Degree will include directly from secondary school with an appropriate NSC, students with a NC(V) Level 4, followed by a Diploma in, for example, agriculture or conservation will be considered for admission and prior learning will be taken into consideration. Vertical articulation will be possible into a Master's level programme at UMP and other Higher Education Institutions. Lateral and diagonal articulation will be possible between a suite of BSc Degrees at UMP, including a general BSc and a BSc (Environmental Sciences). |
| 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. |
| NONE |
| 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. |