SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Commerce Honours in Human Resource Development

SAQA QUAL ID	QUALIFICATION TITLE
110511	Bachelor of Commerce Honours in Human Resource Development
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 03 - Business, Commerce and Management Studies		Human Resources
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 7	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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of this qualification is to provide qualifying learners with the applied competence in the mastering, analysis, interpretation and application of HRD principles and community development facilitation in an organizational context.

The learners should be able to reflect on their decisions and applications to assess the effect thereof in the holistic context of organisational and individual performance improvement.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners accessing this qualification should demonstrate their ability to read, analyse and reflect on study material and relevant literature on a graduate level (NQF 6).
Learners should be able to communicate effectively using academic Afrikaans/English in written and oral form. Learners must be able to manage their own study programme and time effectively. Learners must have acquired applied competence in HRD context and be able to take managerial decisions in the context of the HRD profession.

Possession of a B Com Degree (NQF level 6 generating a minimum of 360 credits). Previous academic achievement (at least an average of 60 %), which is an important consideration. An applicable work environment - preferably within the field of Human Resource Development - to support the practical work required by studying for the degree. The Programme reserves the right to stipulate further course work and/or assessment in the field of Human Resource Development as an additional entry requirement. To continue with academic studies in the advanced stage of the Honours Degree, learners should have received a pass mark during the final assessment of at least three of the four modules taken during the first stage of study. Candidates must have access to the Internet to enhance the learning process.

RECOGNITION OF PRIOR LEARNING

Recognition of prior learning in the case of learners not complying with the formal entry requirements will be conducted in accordance with the policy and guidelines of the University concerning the recognition of other forms of formal, informal and non-formal learning experience. Recognition takes place only where prior learning corresponds with the required NQF-level, and in terms of applied competencies relevant to the content and outcomes of the qualification. Through recognition of prior learning learners may gain access, or advanced placement, or recognition of status, on condition that they continue their studies at this University.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learners should be able to:

1. Demonstrate their ability at applying the basic theoretical principles of problem identification and solving in the field of Human Resource Development correctly and reflect on the application made. (Problem solving skills)

2. Plan and conduct research in Human Resource Development, including the gathering, analysing, synthesising and interpretation of information on Human Resource Development issues correctly by utilising the relevant theoretical research principles and reflecting on the research undertaken. (Research skills)

3. Communicate effectively, orally and in writing with the different role players in the field of Human Resource Development by applying the theoretical principles of communication and reflecting on the application made. (Communication skill; developed throughout the programme)

4. Accountably develop theoretical and practical macro-vision of the field of Human Resource Development internationally and nationally. (Develop a macro vision)

5. Effectively and responsibly organise and coordinate resources and opportunities in the field of Human Resource Development by applying the relevant theoretical principles and reflecting on the application as well as accepting the responsibility for their own activities in the field of Human Resource Development. (Self-responsibility skills)

6. Practice acceptable social sensitivity in the relationship with others and work effectively in a work group team by implementing the relevant theory and reflecting on the implementation thereof. (Team ship)

7. Utilise, appropriate information management technology (e.g. computer, e-mail, fax, Internet) effectively in the Human Resource Development environment. (Technological and environmental literacy)

8. Explore different effective learning strategies, to acquire the different capabilities of the different Human Resource Development roles (Manager/ Practitioner/ Community Development facilitator/ Researcher) in the HRD enviroment. (Explore learning strategies)

9. Demonstrate responsible citizenship through their approach towards the holistic application of management capabilities in Human Resource Development. (Promoting citizenship)

10. Practice acceptable social, cultural and aesthetic sensitivity towards the people of different role players in a variety of contexts of community organisations by applying the appropriate theoretical principles and reflecting on the application made. (Cultural and aesthetic sensitivity)

11. Articulate an expanded range of career options in the field of Human Resource Development as a consequence of newly acquired knowledge skills and attitudes and the structuring of learning content in accordance with different career roles. (Employment seeking skills)

12. Recognise and articulate opportunities for independent employment and business opportunities in the field of Human Resource Development. (Entrepreneurship)

ASSOCIATED ASSESSMENT CRITERIA

1. Can the learners demonstrate their ability to identify and solve problems in the field of Human Resource Development correctly by applying the relevant theoretical principles and reflect on the application made? (Problem solving skills)

2. Are the learners able to plan and conduct research in the field of Human Resource Development, including the gathering, analysing, synthesising and interpretation of information on Human Resource Development issues correctly by utilising the relevant theoretical research principles and reflect on the research undertaken? (Research skills)

3. Can the learner communicate effectively orally and in writing with different role players in the field of Human Resource Development by applying the theoretical principles of communication and reflect on the application made? (Communication skills)

4. Have the learners developed an accountable theoretical and practical macro-vision of Human Resource Development nationally and internationally? (Development of macro-vision)

5. Are the learners able to effectively and responsibly organise and coordinate resources and opportunities in the field of Human Resource Development by applying the relevant theoretical aspects and reflect on the application made, as well as acceptable responsibility for their own activities in the field of Human Resource Development? (Responsibility skills)

6. Can the learner practice acceptable social sensitivity in the relationship with others and work effectively in a team by implementing the relevant theory and reflect on the implementation made? (Team ship)

7. Are the learners able to utilise appropriate technology (e.g. computer, e-mail, fax Internet) effectively in the Human Resource Development environment? (Technological and environmental literacy)

8. Are the learners able to explore different effective learning strategies to acquire the different capabilities of Human Resource Development rolls (Manager, Practitioner, Community Development Facilitator, and Researcher)? (Explore learning strategies)

9. Are the learners able to promote responsible citizenship through their approach/attitude towards the holistic application of Human Resource Development in a variety of contexts? (Promoting citizenship)

10. Are the learners able to practice social, cultural and aesthetic sensitivity towards people occupying different roles in the HRD community (e.g. managers, practitioners community development facilitators, researchers) and role players in the field of Human Resource Management and Development by applying appropriate theoretical principles and reflecting on the manner in which it was applied? (Social, cultural and aesthetic sensitivity)

11. Are the learners able to identify and articulate potential career options in the field of Human Resource Development?

12. Are the learners able to recognise opportunities for independent employment and business opportunities in the field of Human Resource Development?

Formative assessment practices that will be implemented:

The learners conduct independent research and submit 43 assessment outputs in the Programme.

Summative assessment practices that will be implemented:

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of written assessment taken on conclusion of each module and sub-minimum of 50% is required in each module in order to proceed to other modules. A competency portfolio comprised of learning work sheets for all modules completed is submitted and assessed, which contributes a significant proportion (20%) of the student's final mark.

ARTICULATION OPTIONS

1. Access to qualification on a lower level:
Learners who wish to gain access on certificates, diplomas or degrees on NQF level 5 or 6 may be allowed, subject to approval by the Dean and panel of participating departments.

2. Access to qualifications on the same level:
In the event of learners wishing to switch to another qualification at the Rand Afrikaans University, a maximum of one credit (one subject) of the prevailing programme will be recognised by the receiving department/programme.

3. Access to qualifications on a higher level:
The successful completion of the Honours Degree, and subject to the level of academic performance, the learner will qualify for entry into: further studies at Honours levels - in similar or related fields, and/or the M. Phil (Human Resource Development) and/or Masters programmes in a similar or related field at other universities.

MODERATION OPTIONS

Both internal and external assessors will be appointed by the Faculty of Economic and Management Science upon recommendation by the Department of Human Resource Development at this institution.

At least one internal and external assessor per module will be appointed. External assessors with at least a master's degree in the learning area and job related or experience will be selected from different higher education institutions in South Africa or abroad.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Criteria regarding formal qualifications that the assessors should have: honours in related field (NQF level 7), but preferably master's degree on NQF level 8.

Criteria regarding job or learning area experience: Minimum of 02 years' related experience.

Criteria regarding experience of or exposure to assessment: Assessors should be SAQA accredited with at least one year of assessment experience in the field of study.

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.

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