SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Social Sciences Honours in Heritage Studies

SAQA QUAL ID	QUALIFICATION TITLE
109417	Bachelor of Social Sciences Honours in Heritage Studies
ORIGINATOR
Sol Plaatje 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
Honours Degree	Field 02 - Culture and Arts		Cultural Studies
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	2019-05-29	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 Bachelor of Social Science Honours in Heritage Studies is designed to produce academically trained heritage practitioners who are able to understand theory and methods and to apply them professionally as well. The qualification is purposefully designed to ensure that the outcomes are met efficiently. The qualification has been developed for specialisation in Heritage and consists of three compulsory modules (Research Project: Mini thesis/Mini-dissertation; Critical Heritage: Theory and Methodology; Heritage Practice). These modules are meant to give the learner a deeper understanding of the theoretical, methodological, and research, and professional aspects aspect of their field of study. The choice of options is guided by learner's interest and allows them to pick further specialisation in the field, influences by their future plans, professional or academic.

Generally, qualifying learners are expected to:

Be able to process information.

Engage in reflective practice.

Be critical thinkers and decision makers.

Develop a disposition of lifelong learning.

Be active citizens who respond to, and initiate change.

Promote wellbeing of society and the environment.

Understand professional practice based on integrated knowledge base.

Be able to function in diverse contexts.

Act with integrity and maintain high level of professional ethics.

Rationale:
The Bachelor of Social Science Honours in Heritage Studies is designed for undergraduate heritage learners desiring to pursue further studies at a Postgraduate level.

This qualification will present a unique opportunity to make a global contribution to intellectual development and understanding in this field of study. Furthermore, the qualification is designed to meet and recruit learners from a broad spectrum of backgrounds and to offer a continuing academic opportunities for professional development in this discipline. It also provides an opportunity to allow learners to professionally engage in praxis.

In addition, this qualification is designed to provide learners with the necessary theoretical, practical and workplace knowledge to further their careers in the Heritage sector, to also create job opportunities that would be made available for the qualification.

The qualification has an applied focus and is interdisciplinary in nature - linking heritage with conservation, archaeology, tourism and museum studies. This qualification will provide learners with a broader knowledge and understanding of the built, cultural and natural heritages of South Africa and the world. Upon completion of the qualification, the learner will be awarded with a qualification that has a wide intellectual breadth and flexibility as this qualification includes instruction in a full range of cultural heritage topics and therefore aims to educate learners to understand and implement the ideas and procedures that are key to heritage and heritage management.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The formal RPL policy of the University will be applied in instances where learners do not meet the minimum admission requirements for entry into the Bachelor of Social Sciences Honours in Heritage Studies. As such the following stipulations regarding RPL as contained in the policy document will apply:

The Institution acknowledges that RPL can only be applied where applicable to a specific discipline or qualification offered at the institution. Learning from other qualifications will be treated under the credit accumulation and transfer policy and are subject to the admission and selection criteria for the specific qualification.

Learners will be provided access to higher education without a formal school leaving certificate or equivalent after complying with the due processes in accordance with the national and institution RPL policy.

Entry Requirements:
The minimum requirement for this qualification is:

Bachelor of Arts in Heritage Studies, Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory and elective modules at Level 8 totalling 128 Credits.

Compulsory Modules, Level 8, 80 Credits:

Research Project: Mini thesis/Mini-dissertation (32 Credits).

Critical Heritage: Theory and Methodology (24 Credits).

Heritage Practice (24 Credits).

Elective Modules, Level 8, 48 Credits (Learners choose two):

Museum Curatorship and Collections Management (24 Credits).

Architectural Heritage and Urban Landscape Conservation (24 Credits).

Heritage Tourism (24 Credits).

Advanced Heritage Resources Management (24 Credits).

Indigenous Knowledge Systems (24 Credits).

Materials and Objects Conservation (24 Credits).

EXIT LEVEL OUTCOMES

1. Understand theories, research methodologies, methods and techniques relevant to Heritage Studies and show an understanding of how to apply such knowledge in a particular context.
2. Interrogate multiple sources of knowledge and to evaluate knowledge and processes of knowledge production.
3. Demonstrate an understanding of the complexities and uncertainties of selecting, applying or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in Heritage Studies.
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 to the discipline of Heritage Studies and the practice of heritage management.
5. Display a knowledge of ethics and professional practice relevant to academic and professional contexts in Heritage organisations/institutions.
6. Access, process and manage information critically.
7. Produce, 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.
8. Operate effectively within a system, or manage a system based on an understanding of the roles and relationships between elements within the system.
9. Demonstrate an ability to manage learning.
10. Identify, interpret and argue through research.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Critically assess key texts in the field of heritage studies, globally, regionally and nationally.

Evaluate and synthesise recent and relevant research findings in Heritage Studies.

Critically read and summarise identified key theoretical positions in the field of heritage studies.

Write reflective and critical essays on identified theoretical and methodological texts.

Use correct terminology, concepts, principles and theorises in written and oral communication.

Critique conventions and scholarly discourse in Heritage Studies.

Provides a sound theoretical base and exposure to disciplines and sub-disciplines related to the study of Heritage.

Engage with theory and disciplinary content in a way that will consolidate, broaden, deepen and intensify their scope of theoretical and conceptual knowledge and expertise in particular areas associated with the Heritage sector.

Associated Assessment Criteria for Exit Level Outcome 2:

Identify a topic, produce and defend a mini thesis/mini-dissertation based on a selection and application of appropriate research methodologies, engagement with theories of knowledge, intellectual independence and ethical and scholarly research in Heritage Studies.

Use sound research techniques, identify research problem, formulate hypotheses, objectives and methodologies, conduct research, draw conclusions and recommendations.

Synthesise accurate accounts of scholarly positions, viewpoints and solutions.

Provide opportunity to analyse different sources of knowledge.

Critically interrogate sources and show an understanding and interpretation of the contents to contribute to the ongoing discourses and debates in their field of specialisation.

Engage rigorously with problematic issues with a view to finding creative solutions in the workplace.

Associated Assessment Criteria for Exit Level Outcome 3:

Evaluate the role that heritage resource management play in safeguarding archaeological and historical sites, national monuments, architecture, artefacts, archives, cultural landscapes and identities, habitats, and flora and fauna.

Discuss the various contests and fissures caused by some approaches to the study and preservation of heritage in the world today.

Generate possible solutions for dealing with the complexities, contests and contradictions encapsulated in the ideas/and practice of heritage worldwide and locally.

Identify one heritage site or practice in South Africa that has been contentious- discuss the issues and justify suggested workable solutions.

Associated Assessment Criteria for Exit Level Outcome 4:

Analyse and address complex or abstract problems by drawing systematically on the knowledge base and underpinning theories in Heritage Studies.

Use the knowledge, skills and competencies gained through the qualification as well as to evaluate complex problems with which they may be faced in heritage and museum contexts.

Engage rigorously with problems and issues in order to find creative solutions encountered in day-today work as professional cultural resource managers and/or heritage practitioners.

Formulate solutions for real-life complex problems related to an identified problem in a relevant heritage institution.

Design and carry out a site evaluation of an identified site, evaluate its significance, identify stakeholders and draft a draft management plan.

Identify role players and resources that can contribute to resolution of identified problems within the context of a heritage institution.

Design plans or approaches to address problems and to identify possible solutions and alternative solutions.

Associated Assessment Criteria for Exit Level Outcome 5:

Discuss and critique ethical issues in relevant context in the discipline or practice of heritage studies.

Demonstrate how a sensitive and an ethical approach is needed in the day-to-day practices of heritage practitioners.

Manage the implications of ethical dilemmas and work proactively with others to formulate solutions.

Uphold basic academic integrity (including intellectual honesty and issues around plagiarism.

Associated Assessment Criteria for Exit Level Outcome 6:

Design a research plan for an appropriate topic for their mini-thesis.

Identify logical structures/flaws in statements; prioritise main points in a given task or question; establish reasons for/evidence of the bases of claims or statements; co-operation in working across disciplinary boundaries through cross-disciplinary literacy and shared fundamental knowledge; derive, analyse and accurately interpret information from data.

Prepare assignments and research reports to promote the selection of data, the evaluation and critical review of information, as well as the synthesis of data.

Associated Assessment Criteria for Exit Level Outcome 7:

Compile and design good presentations.

Present oral and/or written format by means of PowerPoint presentations at departmental seminars or colloquia.

Efficiently communicate project development logic and information working as an individual or as a team member.

Compile, write and format essays, letters and reports: demonstrate excellence in spelling/grammar/use of vocabulary/citing and referencing sources.

Display excellence in language-use to inform/explain or make presentations at meetings/interviews/in negotiations/over the telephone.

Use of Technology: Show competencies in the use of technology for research or heritage projects such as collections documentation, interpretation, mapping and surveying etc.

Interpret basic techniques of graphical communication; plans/diagrams/maps drawn to various scales and/or other visual aids.

Associated Assessment Criteria for Exit Level Outcome 8:

Identify organisation relevant to their area of specialisation and conduct a site visit, and produce reflexive reports based on on-site observations.

Work effectively as a member of a team or in multi-disciplinary environments.

While onsite, demonstrate leadership, management skills and initiative while performing professional functions which are critical to the success of any project.

Associated Assessment Criteria for Exit Level Outcome 9:

Manage own learning with minimum guidance using the full range of resources for the discipline.

Plan, coordinate and convene an academic event such as a seminar, for fellow learners and staff.

Work professionally within the discipline.

Manage relationship and coordinate meetings and feedback sessions with academic supervisors for the agreed on research project.

Associated Assessment Criteria for Exit Level Outcome 10:

Identify a researchable topic for a research project aimed at engaging with a well defines issue within the discipline or practice of heritage management.

Manage relationship with supervisor.

Do a critical appraisal of recent literature include both primary and secondary sources.

Analyse and evaluate relevant literature.

Describe the relevant modes of enquiry relevant to the chosen research.

Clearly summarise a problem for the research project.

Clearly describe all procedures (research strategies, data collection, ethics etc.) on a coherent fashion.

Reflects awareness of ethical accountability and cultural sensitivity pertaining to their research project.

Integrated Assessment:
Assessments and moderation in the qualification take place in accordance with the University's policy on assessment. In terms of the University's policy on assessment, assessments should be applied on a continuous basis and in an integrated manner and not be "mutually exclusive". Assessment grading will also be criterion-referenced, meaning that learner performance will be assessed using predetermined criteria which are set in advance. Assessment activities will also be of such a nature that it is aligned with module outcomes and teaching strategies - the so-called notion of constructive alignment. It is, however, the prerogative of lecturers or module facilitators to determine the types of assessments and the number of assessments they may want to conduct. Formative assessments may include written or online tests and/or assignments, oral presentations, peer assessment exercises, self-assessment exercises, reflective exercises, group assignments, case studies, portfolios and small-scale reports. The submission of one final reflective portfolio, an elaborate essay on a selected topic or one final exam may be used to summatively assess learners.

The qualification will be divided into coursework (50%) and the Mini thesis/Mini-dissertation (50%). The qualification will be assessed using a combination of formative assessment (tests and exams), summative assessment (Mini-thesis and essays) and practice assessments (Heritage Practice).

The assessment models are different for each module, allowing learners to develop a range of demonstrable skills during the Honours Degree qualification. Many modules are assessed through essays, but learners will also write critical commentaries about primary sources, or review books and articles. In some modules, learners may be expected to present a paper to their peers in a supportive and encouraging environment.

Formative Assessment within the Bachelor of Social Sciences Honours in Heritage Studies qualification consists of tests and exams. Summative assessment includes a mini-dissertation which will be summatively assessed after it has been submitted by the candidate. Learners will also submit assignments during the course of the year for the elective modules. All Summative Assessment activities will be conducted on a continuous basis. These assessments are required to be submitted on predetermined dates as indicated in the module guides. The submission of late assignments and supplementary assessment opportunities will be dealt with in accordance with the university's policy on assessment.

The Heritage Practice module exposes learners to practical, real world work environments in selected heritage organisations. This module will provide a platform for future employment within the heritage sector.

INTERNATIONAL COMPARABILITY

The Bachelor of Arts (BA) Honours in Museums and Cultural Heritage at the University of Auckland, New Zealand is offering a stand-alone qualification that follows from a BA (Heritage Studies) and allows learners to specialise in an area explored in their undergraduate Degree. The qualification seeks to develop an understanding of museums and heritage practices locally and internationally. It aims to widen the learners scope and for learners to understand related areas of study within museums and cultural heritage. Within the Honours course is the requirement of a written short dissertation.

The BA Honours in Heritage and Tourism from Stirling University in Scotland, United Kingdom is a rigorous, intellectually challenging and equips learners with the necessary skills for understanding contemporary heritage management issues. The qualification provides graduates with a knowledge, understanding and experience relevant in the heritage career sector.

Both qualifications are similar to this qualification in their outcomes, assessment and focus on theory and practice. They are geared to prepare the graduates for the workplace and/or further study.

ARTICULATION OPTIONS

This qualification allows for vertical and horizontal articulation options.

Horizontal Articulation:

Bachelor of Social Science Honours, Level 8.

Bachelor of Education Honours, Level 8.

Vertical Articulation:

Master of Social Science, Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

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LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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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.

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