SAQA 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 Psychology 
SAQA QUAL ID QUALIFICATION TITLE
110971  Bachelor of Psychology 
ORIGINATOR
Nelson Mandela University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 07 - Human and Social Studies  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  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   2033-06-30  

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:
To provide learners with introductory knowledge, skills, and attitudes (ethics) related to describing, assessing, understanding, explaining and developing human and organisational behaviour in a multi-cultural context.

To facilitate the application of the acquired knowledge, skills and attitudes related to human behaviour to develop self-insight and to be able to function effectively in people-oriented careers.

Rationale:
To contribute to equity and redress in South African society by promoting a multicultural understanding of human and organisational behaviour. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
For admission to the programme, Recognition of Prior Learning will be given to learners who do not have a recognised school leaving certificate but who have relevant practical or work-related experience. Such learners will in any case be required to meet the assumption of the learning that needs to be in place (outlined in 4.1 of the policy). In addition, they need to provide evidence that they have the necessary foundational knowledge and skills to enter tertiary studies. Learners can provide this evidence by attending an interview with the programme team where they present and defend documented evidence related to their general knowledge base and academic skills. The programme team may also request the learner to compile a written report related to an important social issue under examination conditions to ascertain whether the learner can synthesise and integrate information and develop a logical written argument. For Recognition of Prior Learning (RPL) in relation to the programme modules, learners must attend an interview with the programme team where they present and defend documented evidence that clearly demonstrates that they have achieved all, or some, of the outcomes of a module (or Modules).

Entry requirements:
The minimum entry requirement for this qualification is:
  • Senior Certificate, NQF Level 4 with endorsement.
    Or
  • National Senior Certificate, NQF Level 4 granting access to Bachelor studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    Specific Outcomes.
    By the end of this programme, learners will be able to:

    Foundational Competencies:
    1. Demonstrate an elementary understanding of the general principles and theories underpinning the scientific study of human and organisational behaviour and development within a multi-cultural context.
    2. Demonstrate an elementary understanding of the general theoretical underpinnings of psychological measurement and assessment, as applied to individuals, groups, organisations and communities, within a multi-cultural context.
    3. Demonstrate an elementary understanding of the general principles and theories underpinning individual, group, organisational, and community psychological intervention and development within a multi-cultural context.
    4. Demonstrate an elementary understanding of how behavioural research methods as well as data collection and analysis methods are systematically applied to generate answers to human and organisational behaviour questions in a scientific way.
    5. Demonstrate an elementary understanding of professional ethics in psychology.
    6. Demonstrate elementary knowledge of the structuring of psychological and health-related services in South Africa as well as referral procedures.

    Practical Competencies:
    1. Demonstrate effective oral and written communication and presentation skills in culturally diverse contexts.
    2. Demonstrate appropriate listening, clarifying, probing, reflection and negotiation skills within group, individual and organisational intervention contexts.
    3. Demonstrate ethically acceptable behaviour in interpersonal and research situations.
    4. Describe, explain and predict human and organisational functioning by using appropriate techniques and theories.
    5. Identify when the functioning of an individual, group, organisation or community could be enhanced or remedied through psychological intervention.
    6. Plan, conduct, and report on a research study of limited scope.
    7. Work effectively in a culturally diverse team to evaluate, describe and facilitate human and organisational functioning.
    8. Facilitate their personal and career development through increased self-knowledge and self-development, management and entrepreneurial skills.

    Reflexive Competencies:
    1. Generate a critical evaluation of the current status of psychology within the multi-cultural South African context.
    2. Demonstrate a critical understanding of how the sub-disciplines of psychology synergistically interact with each other and with related disciplines.

    Critical Cross-field outcomes:
    The critical cross-field outcomes prescribed by South African Qualifications Authority (SAQA) are embedded in the specific programme outcomes outlined above in the following way:
    1. Problem solving, critical and creative thinking: This outcome is embedded in all the specific programme outcomes through the process of critically evaluating theories and principles of human and organisational behaviour and development within the multi-cultural South African context.
    2. Working effectively as a member of a team: This outcome is specifically embedded in specific outcomes through providing activities where learners will have to work together when evaluating, describing, and facilitating human and organisational behaviour.
    3. Self-organisation and management: This outcome is embedded in outcomes, through and more specifically the process of developing interpersonal, facilitative and self-management skills while participating in activities related to interacting with diverse individuals, groups, organisations and communities in an ethical and professional manner.
    4. Information processing, evaluation and generation: This outcome is embedded in all the specific programme outcomes through the processes of gathering information to describe, evaluate, understand, and explain human and organisational behaviour and the written, oral, and electronic presentation of the information gathered.
    5. Communicating effectively: This outcome is embedded in outcomes through the processes of describing, evaluating, understanding, explaining and facilitating human and organisational behaviour and the skills required to function effectively in a team.
    6. Effective and critical use of science and technology: This outcome is embedded in all the specific programme outcomes through exposure to and the selection of appropriate methods and techniques for psychological evaluation, intervention, development and research within individual, group, organisational and community contexts.
    7. Demonstrate a systematic understanding of the world: This outcome is embedded in all the specific programme outcomes through the acknowledgement that human and organisational behaviour can never be studied, described, explained and developed in isolation. From a meta-perspective, this outcome is specifically embedded in specific outcome, where critical reflection is used to evaluate the sub-disciplines of psychology in relation to each other and associated disciplines.
    8. Reflecting on and exploring learning strategies: This outcome is embedded in specific outcomes through activities that will require learners to reflect on how to apply their growing understanding of human and organisational functioning to themselves and their development as well as to reflect on how to incorporate this learning into their personal and career development.
    9. Citizenship: This outcome is embedded in all the specific programme outcomes through activities that facilitate the understanding and evaluation of effective human and organisational functioning and development.
    10. Cultural and aesthetic sensitivity: This outcome is embedded in all the specific programme outcomes through activities where learners will explore and identify cultural factors in understanding and facilitating human and organisational behaviour.
    11. Exploring education and career opportunities: This outcome is embedded in specific programme outcomes through which introduce learners to contexts in which their knowledge of human and organisational behaviour and its evaluation and development can be used in various work contexts or furthered in educational contexts.
    12. Developing entrepreneurial opportunities: This outcome is embedded in specific programme outcomes through which provides learners with the applied skills necessary to functional effectively and independently in work environments that require knowledge and skills related to the evaluation and facilitation of human and organisational functioning. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes:
    The criteria for assessing learners are based on the specific learning outcomes outlined above. In order to qualify learners must be able to:
    1. Demonstrate elementary knowledge of the general principles and theories underpinning the scientific study of human and organisational behaviour within a multi-cultural context.
    2. Demonstrate elementary knowledge of the general principles and theoretical underpinnings of psychological measurement and evaluation, intervention and development, and research.
    3. Demonstrate appropriate written and oral communication and presentation skills.
    4. Demonstrate appropriate listening, clarifying, probing, reflection and negotiation skills within group, individual, community and organisational contexts.
    5. Identify functional and dysfunctional behaviour in individuals, groups, communities and organisations.
    6. Demonstrate elementary research skills related to choosing a research problem, planning a study, conducting a study, analysing the resultant information, and reporting on it.
    7. Critically relate the sub-disciplines of psychology to each other and to related disciplines within the multi-cultural South African context.
    8. Identify their personal strengths and weaknesses and career direction and to facilitate personal growth and career development.
    9. Work effectively in a team with their peers and a supervisor/mentor in psychological evaluation and facilitative contexts.

    Integrated Assessment:
    The strategies that will be used to ensure that the specific and critical cross-field outcomes are achieved comprise:
    1. Continuous Assessment of the foundational knowledge competencies through tests, assignments and examinations.
    2. Continuous Assessment of practical competencies through simulations, role-plays, case studies and field work.
    3. The development and presentation of a human and organisational development portfolio containing, as a minimum:
  • An integrative, critical essay where the learner reflects on what he/she has learned about human behaviour and its development across various modules and practical activities in the programme.
  • A case study that reflects the development of an individual, group, community or organisation.
  • A critical reflection of the learner's perception of his/her development, strengths and limitations as well as further development goals.
    4. The development and presentation of a poster reflecting the inter-relationship between the sub-disciplines of psychology pertaining to evaluation and intervention as well as inter-relationships with related disciplines. A written explanation of the inter-relationships, as reflected in the poster, must be submitted. Learners must furthermore do a short oral presentation of their poster to their peers and lectures.
    5. The development of psycho-educational booklets and/or pamphlets related to psychological and organisational well-being and coping with personal problems and illness.
    6. A mini-research proposal and report by a team of researchers. The mini-proposal will be presented orally by the members of the team and use must be made of electronic media. The mini-report will be compiled by the research team. The mini-report must be in written format and must include a problem statement, literature review, a section on the methodology used, the research results and a discussion of them, as well as a critical overview of the study. 
    		•

    INTERNATIONAL COMPARABILITY 
    N/A 

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and verical articulation possibilities.

    Horizontal Articulation:
  • Bachelor of Arts, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Honours Degrees in Psychology , NQF Level 8. 
    		•

    MODERATION OPTIONS 
    Moderation Body:
    None. This qualification does not lead to a professional qualification. Consequently, the Professional Board for Psychology of the Health Professions Council does not oversee it.

    Programme Moderation:
    Every three years an academic from another university will be invited to conduct an external audit of all aspects of the qualification (structure, relevance of content and practical work, delivery, facilitation of learning, assessment, etc).

    Module Moderation:
    The Bachelor of Psychology (B Psych) programme team internally moderates the assessment of each of the modules in the programme. Furthermore, learners evaluate the relevancy and quality of each module. Based on these evaluations, the programme team continuously refines and updates the modules. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The minimum criteria for assessors for the psychology modules in this programme are:
  • A Master's Degree in psychology or industrial and organisation psychology.
  • Registration with the Health Professions Council of South Africa (HPCSA) as a psychologist.
  • At least two years teaching and/or professional practice experience.

    The minimum criteria for assessors for modules from other disciplines are:
  • A Postgraduate Degree.
  • Relevant teaching and assessment experience at a bachelor's level. 
    		•

    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.