SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Social Science Honours

SAQA QUAL ID	QUALIFICATION TITLE
110988	Bachelor of Social Science Honours
ORIGINATOR
University of the Free State
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 07 - Human and Social Studies		General Social Science
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	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

Purpose:
The qualification aims to develop leaners who are able to communicate about social issues, using clear arguments (with a strong theoretical and/or research based foundation).

Rationale:
The qualification aims at delivering leaners who are able to use their knowledge, theoretical understanding and research skills in order to improve society. In addition, learners will be able to apply knowledge, skills, principles and methods to identify and analyse the needs and causes of problems relating to individuals, groups and societies.

The intention of the qualification is to cultivate leaners who have been given the opportunity to explore values (their own included) and who have been given the opportunity to internalise what it means to be an ethical social scientist.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Where applicants do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. RPL will be applied according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment policy. This will relate to both access to the qualification as well as for credit recognition or exemption towards achieving the qualification.

The institution will ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented; and that administrative and support systems, both prior and subsequent to RPL assessment, are in place.

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

Bachelor of Social Science, National Qualifications Framework (NQF) Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following elective modules at National Qualifications Framework (NQF) Level 8 totalling 128 Credits:

Cultural construction of identity, 16 Credits.

Victimology, 16 Credits.

Advanced Juvenile Delinquency Theory, 16 Credits.

Medical Anthropology, 16 Credits.

Advanced study of culture, history and methodology in Anthropology, 16 Credits.

Anthropology of visual culture, 16 Credits.

Ecological Anthropology, 16 Credits.

Research Report Anthropology, 64 Credits.

Sentencing: A Capita Selecta, 16 Credits.

Advanced Criminological Theory, 16 Credits.

Advanced Community and Social Psychology, 16 Credits.

Applied Psychological assessment, 16 Credits.

Foreign Policy and Diplomacy, 24 Credits.

Global political economy and the politics of regionalism, 24 Credits.

Contemporary Thinkers in International Relations, 24 Credits.

Political Theory, 24 Credits.

Forms of state and systems of government: Comparative perspectives, 24 Credits.

Methodology and Research Proposal, 24 Credits.

Advanced Developmental Psychology, 16 Credits.

Applied Health Psychology, 16 Credits.

Bachelor of Psychology Equivalence Internship, 0 Credits.

Research Report Criminology, 64 Credits.

Sociological theory, 32 Credits.

Social Research, 32 Credit.

The sociology of population and the environment, 32 Credit.

Applied Research Methodology, 32 Credits.

The Sociology of Consumerism and Consumption, 32 Credits.

Advanced Psychopathology, 16 Credits.

Advanced Psychotherapy and Ethics, 16 Credits.

Research Report Political Science, 32 Credits.

EXIT LEVEL OUTCOMES

The qualification aims at delivering leaners who are able to:
1. Use their knowledge, theoretical understanding and research skills in order to improve society.
2. Apply knowledge, skills, principles and methods to identify and analyse the needs and causes of problems relating to individuals, groups and societies.
3. Demonstrate an understanding and skill in the method and procedure of the specific disciplines.
4. Identify, analyse, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.
5. Develop appropriate processes of information gathering for a given context or use.
6. Independently validate the sources of information gathered and evaluate and manage the information.
7. Manage processes in unfamiliar and variable contexts, recognising that problem solving is context and system-bound, and does not occur in isolation.
8. Identify, evaluate and address accurately own learning needs in a self-directed manner and facilitate collaborative learning processes.

ASSOCIATED ASSESSMENT CRITERIA

Apply and evaluate own knowledge of social science paradigms and apply relevant insight to the South African society.

Theorise about complex uncertainties.

Apply, criticise and evaluate different theories/knowledge within the discipline studied.

Describe and critically compare various perspectives.

Demonstrate an understanding that knowledge as contested and evaluate types of knowledge and explanations typical within the area of study or practice.

Apply, criticise and evaluate different theories/knowledge within the discipline studied.

Describe and critically compare various perspectives.

Critically discuss the complexity of situating a specific paradigmatic analysis within the broader framework of a multi-paradigmatic approach.

Describe the apply this understanding to own

Evaluate, select and justify methods of analysis, synthesis used in processes of analysis or investigation.

Relate and apply theories formulated for other contexts to the unique South African situation

Understand a range of methods of enquiry in a field, discipline or practice and consider their suitability to specific investigations.

Apply a range of methods to resolve problems or introduce change.

Systematically apply the nature and logic of scientific enquiry (both quantitative and qualitative) and the various phases of the research process in the social and behavioural sciences.

Distinguish between and apply the research paradigms specific to research scenarios/problems in these sciences.

Demonstrate understanding of the logic of the research process by means of a research proposal.

Evaluate, select and justify methods of analysis, synthesis used in processes of analysis or investigation.

Evaluate and manage unfamiliar information and personal learning within the context of scientific enquiry.

Independently analyse, evaluate and apply the ethical principles applicable to research in these sciences with specific reference to research issues that pertain to the South African context (developing country).

Integrate acquired knowledge in order to apply own knowledge to practical examples and case studies.

Relate and apply theories formulated for other contexts to the unique South African situation.

Apply evidence based solutions/theory driven arguments to address complex problems/issues in the field of study.

Identify, analyse, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.

Evaluate real familiar and unfamiliar scenarios/problems of psychosocial issues within the context of subject specific knowledge and coherently provide, present and communicate possible solutions relevant to the field of study.

Evaluate, select and justify methods of analysis, synthesis used in processes of analysis or investigation.

Evaluate and manage unfamiliar information and personal learning within the context of scientific enquiry.

Integrate acquired knowledge in order to apply own knowledge to practical examples and case studies.

Critically reflect on own personal development.

Apply, criticise and evaluate different theories/knowledge within the discipline studied.

Critically discuss the complexity of situating a specific paradigmatic analysis within the broader framework of a multi-paradigmatic approach.

Relate and apply theories formulated for other contexts to the unique South African situation

Apply evidence based solutions/theory driven arguments to address complex problems/issues in the field of study.

Apply psychosocial knowledge/theory to important social and political issues such as violence, health, gender, intercultural relations/dynamics, and legal issues within the South African context.

Recognise that application of theory is context and system bound.

Evaluate, select and justify methods of analysis, synthesis used in processes of analysis or investigation.

Evaluate and manage unfamiliar information and personal learning within the context of scientific enquiry.

Communicate own ideas/opinions in well formulated arguments using appropriate academic/professional discourse.

Communicate academic arguments using appropriate academic protocols and processes of gathering information the learner is expected to develop and communicate his/her ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse.

Critically discuss the complexity of situating a specific paradigmatic analysis within the broader framework of a multi-paradigmatic approach.

Evaluate, select and justify methods of analysis, synthesis used in processes of analysis or investigation.

Evaluate and manage unfamiliar information and personal learning within the context of scientific enquiry.

Relate and apply theories formulated for other contexts to the unique South African situation.

Apply psychosocial knowledge/theory to important social and political issues such as violence, health, gender, intercultural relations/dynamics, and legal issues within the South African context.

Recognise that application of theory is context and system bound.

Critically reflect on own personal development.

Demonstrate understanding of the logic of the research process by means of a research proposal.

Play an active role in the facilitation of the prevention and possible solutions of the above-mentioned needs and problems.

Participate in the processes of growth and development in individuals, groups and societies.

Conduct research on a subject of limited scope in a specific discipline within the human and social sciences.

Integrated Assessment:
Formative and summative techniques are applied across the qualification, application of theory to familiar and unfamiliar contexts dominates the approach to assessment in the Social Sciences. Continuous, formative and summative assessment will be conducted in order to assess module outcomes and make a graduation decision. Assignments, examinations, oral presentations will be used to assess leaners.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Social Science Honours in Community and Development Studies, National Qualifications Framework (NQF) Level 8.

Vertical Articulation:

Master of Social Science in Development Studies, NQF 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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