SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Development Studies Honours

SAQA QUAL ID	QUALIFICATION TITLE
110810	Bachelor of Development Studies Honours
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
Honours Degree	Field 07 - Human and Social Studies		People/Human-Centred Development
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	2019-08-08	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 Development Studies Honours is to provide learners with appropriate competences (skills, knowledge and attitude) to contribute positively to processes of sustainable development from an integrated perspective. This qualification will provide an opportunity for learners to consolidate Skills, Knowledge, Understanding, Values and Attitudes acquired at the graduate level and introduce learners to new concepts, theories, issues and topics in development in order to lay a foundation for Postgraduate specialisation. The qualification will achieve this through a carefully crafted plan of study designed to equip learners to take their place as members of the development community, in identifying, defining, investigating, examining, and working out solutions to issues and problems in development, as well as empower them to assume leadership roles where necessary.

The qualification adheres to the principles of Outcome-Based Education, and on achieving the qualifications the learners will be able to:

Demonstrate knowledge acquisition and understanding of conceptual, theoretical and methodological approaches to development that is founded upon, extends and enhances the knowledge and understanding associated with the learners' undergraduate training.

Use the acquired knowledge and understanding as a basis for originality in critically developing and applying ideas, so as to constructively and knowledgeably contribute to development initiatives.

Apply their knowledge and understanding, and problem solving abilities in new or relatively unfamiliar environments within broader (or multidisciplinary) contexts related to development and have the ability to handle complexity, integrate different knowledge perspectives and interests and accommodate multiple views of reality.

Formulate judgements with incomplete or limited information, that includes reflection on social and ethical responsibilities linked to the application of their knowledge, and judgements in the context of urban and rural development.

Undertake independent research in an area of development studies, including the ability to select and apply relevant tools for collecting, interpreting and assessing (qualitative and quantitative) information on development processes and their impacts, including knowledge from a variety of relevant sources.

Work efficiently and effectively alone and as a member of a team on a development project, taking responsibility for own work and use of resources and providing leadership and support when appropriate.

Communicate and share their conclusions and views, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously using appropriate language and technology; study in a manner which will be largely self-directed and autonomous.

Rationale:
The Mpumalanga Provincial Economic Review and Outlook for 2012/13, and the Socio-Economic Review and Outlook of Mpumalanga, December 2014 highlight the high levels of poverty and unemployment, the need for policy review and implementation, the need for continued development, particularly in rural areas, and the need for a broad based improvement in socio-economic well-being. This qualification is designed to supply skilled graduates with a deep understanding of development studies who will support the Provincial Growth and Development Strategy. It is expected that qualifying learners will find employment in the development arena, working for Government and non-governmental organisations.

The curriculum for this qualification has been developed after a benchmarking exercise and a needs analysis, including consultation with relevant stakeholders in the development community - both governmental and non-governmental, and the competencies associated with specific stakeholders were established. This step informed the crafting of the qualification components (Modules, topics, themes), and the categorisation into core and electives as well as credit allocation.
An additional rationale for this qualification is that it provides a vertical articulation path for learners providing a pipeline for learners into further research based Postgraduate studies.

It is expected that there will be a demand for the Degree from mature learners who are in employment and to satisfy this need, this qualification will also be offered on a block release basis.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL will be applied in line with the institution policy on the Recognition of Prior Learning and credit accumulation and transfer, a copy of which is uploaded with this application. The institution will use the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT) as important tools to widen access with success, to achieve inclusion and to overcome barriers to access in higher education. RPL and CAT will play important roles in promoting lifelong learning and in redressing inequities by providing alternative routes into higher education.

The Recognition of Prior Learning (RPL) is central to the notion of life-long learning and, by providing alternative access to higher education, will play a role in the redress of past inequities. RPL is the process through which informal learning is measured, evaluated and translated into perceived formal equivalents for recognition across different contexts. The goal of RPL is the facilitation of alternative access and admission to higher education, or progression within a qualification.

In summary, for this qualification, RPL may be used to gain access to the qualification where the minimum entrance requirements are not met but where informal learning can be translated into perceived equivalents.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor's Degree in Development Studies, National Qualifications Framework (NQF) Level 7.
Or

Advanced Diploma in Development Studies, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, 106 Credits:

Rural and Social Development, 14 Credits.

Project Planning and Management, 14 Credits.

Environmental Planning and Management, 14 Credits.

Development Planning and Management, 14 Credits.

Macroeconomics for Developing Countries, 14 Credits.

Research Methodology, 6 Credits.

Research Project, 30 Credits.

Elective modules 14 Credits (Choose one):

Entrepreneurship Development, 14 Credits.

Financing for Development, 14 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate knowledge and understanding of conceptual, theoretical and methodological approaches to development.
2. Critically develop and apply ideas, constructively and knowledgeably to contribute to development activities.
3. Apply problem solving abilities in new or relatively unfamiliar environments within broader (or multidisciplinary) contexts related to development handle complexity, integrate different knowledge perspectives and interests and accommodate multiple views of reality.
4. Formulate judgements with incomplete or limited information, which include reflection on social and ethical responsibilities linked to the application of their knowledge as well as judgements in the context of urban and rural development.
5. Undertake independent research in an area of development studies, including the ability to select and apply relevant tools for collecting, interpreting and assessing (qualitative and quantitative information on development processes and their impacts, including knowledge from a variety of relevant sources.
6. Work efficiently and effectively alone and as a member of a team on a development project, taking responsibility for own work and use of resources and providing leadership and support when appropriate.
7. Communicate and share their conclusions and views, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously, using appropriate language and technology.
8. Study in a manner that is largely self-directed and autonomous.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria are applied in an integrated manner to the Exit Level Outcomes:

Understanding of the theories, research methodologies, methods and techniques in in development studies are applied.

The application and integration of knowledge from a range of disciplines and sources, in familiar and unfamiliar contexts is demonstrated

Understanding of the most recent advances in a specialised area of development studies is demonstrated through research.

Use, analyse and integrate knowledge and skills from a range of disciplines to address problems in development studies is demonstrated.

Demonstrate an ability to undertake independent research

Identify and address ethical issues.

An understanding of the philosophical/ontological and epistemological underpinnings, theoretical foundations and methodological concerns for research, including methods and techniques of data gathering is evidenced

Appropriate conventions and technology for the field are used to communicate complex ideas in a structured and logical manner.

Different styles and technologies, including web sites and blogs are used for different audiences.

Manage complex problems and apply knowledge from various disciplines, including Indigenous Knowledge Systems.

The ability to function independently, as a self-directed learner and to facilitate the learning of others is demonstrated in setting and meeting deadlines, assisting during group work, using staff consultation hours for assistance with their work when this is needed.

Integrated Assessment:
The assessment strategy for this qualification includes both formative and summative assessment and adheres to the notion that assessments must be both for learning and of learning. Formative assessment tools are diverse and will include the following:

Interim tests during module.

Practical assessments including learner presentations.

E-Learning based assignments.

Field work assessments.

Simulations.

Self-assessments.

Peer reviews and assessments.

Literature and book reviews.

Open book assessments.

Oral assessments.

Other written assessments (book reviews letters, articles).

Research report.

End notes (notes written by learner at the end of a learning session to display knowledge gained).

Learning journals (diary of learning created during the module).

One minute papers (quick reviews of knowledge gained held during learning sessions).

In all of the formative assessment activities, learners will receive constructive feedback and in most cases, be able to submit a revised version of the submission.

A summative formal assessment (exam) will conclude each module.

INTERNATIONAL COMPARABILITY

The proposed Honours Degree was compared to qualifications offered in the Australia, Canada, the United States of America and the United Kingdom.

University of London (SOAS):
This is a three-year long Bachelor degree with exit at Honours level. In the final year students chose two modules in specialist Development Studies and undertake an Independent Study Project. Theoretical options include modules in development economics, gender issues, governance and development, issues of the working poor and development, natural resource development. The range of options is much greater than at this institution although there are some synergies between what is available. The inclusion of a research module in both is an important similarity.

Newcastle University Australia:
It is a one year full-time (or equivalent part-time) program designed to allow students to develop their interests and expertise. The Bachelor of Development Studies (Honours) degree examines globalisation processes from a variety of approaches, with a focus on urban and regional impacts, sustainable development and cultural diversity. The program consists of advanced theory, higher level learning and research and is considered to be a pathway into Research Higher Degree study.

The Program learning outcomes are very similar to those of this institution's Honours degree and are given as:
On successful completion of the program students will have:

High-level theoretical and applied knowledge in development studies within an interdisciplinary base.

Capacity for high-quality, original and independent research on issues of: international development; globalisation; sustainability; urban and regional change; and social citizenship.

Capacity for high-level analysis and management of processes of social change and transformation.

Ability to apply knowledge in a variety of environmental, regional and cultural contexts.

Cognisance of and empathy with the benefits of cultural diversity and environmental sustainability.

Advanced written, oral and/or other communication skills.

Dalhousie University Canada:
At Dalhousie, the degree is a four-year Bachelor level degree where the fourth year is at the Honours level. In year four, students will select options form a wide range that includes a focus on Cuba and its developmental challenges; Global Poverty and Human Rights: From Development to Global Citizenship; Advanced Seminar in Development; Environmental Conflict and Security; Advanced Seminar in Development Theory; Gender and Development: Theory, Concepts and Methods.

At Dalhousie, there is no research module although the Advanced Module in Development includes a strong secondary research component.

University of California (UCLA) International Institute:
The International Development Studies Program offers UCLA undergraduates an interdisciplinary education on the critical issues, problems, and achievements common to developing regions of the world. UCLA offers an undergraduate major leading to a Bachelor of Arts (B.A.) in International Development Studies.

The interdisciplinary approach to the study of international development enables students to address urgent global issues from several different academic perspectives. Ranging from Anthropology to Economics, Public Health to Women's Studies, Geography to History, and Political Science to Sociology, the curriculum exposes students to the concerns of the developing countries of Asia, Eastern Europe, Africa, the Middle East, and Latin America. An understanding of these issues is indispensable for both practical and scholarly purposes. While encouraging the acquisition of theoretical and conceptual knowledge, the program is equally concerned with their practical application to global realities.

Conclusion:
This qualification compares favourably with the qualifications that were reviewed in terms of the duration and content, including the research that is undertaken during the course. It is not surprising that the range of options at this institution is smaller than at more established universities, and differences in the options available reflect the context of the particular university.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Honours Degree, Level 8.

Vertical Articulation:

Master of Development Studies, Level 9.

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.

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