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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 Science in Biological Sciences |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 111113 | Bachelor of Science in Biological Sciences | |||
| ORIGINATOR | ||||
| North West University | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National First Degree | Field 10 - Physical, Mathematical, Computer and Life Sciences | Physical Sciences | ||
| 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 | |
| Registered | EXCO 0324/24 | 2024-07-01 | 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:
The purpose of the Bachelor of Science in Biological Sciences is to provide a well-rounded, broad education that equips graduates with the knowledge base, theory and methodology of disciplines in the field of Biological Sciences, and to enable them to demonstrate initiative and responsibility in an academic or professional context. Through this qualification, graduates will be provided with broad and in-depth knowledge, specific skills and applied competence in several fields of the biological sciences that provide opportunities for continued personal intellectual growth, gainful economic activity in the private, public and academic spheres and rewarding contributions to society. The qualification will further provide South Africa with significant numbers of graduates in a number of biological science fields to ensure the broadening of the local leadership base of innovative and knowledge-based economic and scholarly activities. These graduates will be able to practice theoretical and experimental biological science with a greatly improved level of self-confidence and be able to advance to graduate studies. Upon completion of this qualification, qualifying learners will be able to: Rationale: There is a strong need to produce scientists with a broad range of skills, and there is still a need for higher education and training to promote innovation and multi-disciplinary approaches within science education. Furthermore, surveys of employers of scientists and technologists emphasise the importance of generally applied competencies within a scientific context. This qualification provides an opportunity to promote the establishment of curricula that emphasise enquiry, innovation, and science within social development, and which develop generic and subject-specific skills such as observation, problem-solving, effective communication, analysis and critical thinking. This qualification provides clear statements of the outcomes of this focused qualification to employers and makes explicit the competencies which can be expected of their potential employees. Thus, this qualification has specific exit level outcomes which can be both directly related to the aspirations of learners seeking careers in science and technology and to the graduate attributes such as problem-solving abilities, ethical and sustainable thinking, teamwork and leadership, required in different employment sectors (industry and business, research and development, local and national government, development and planning, management, and education). Professional registration, membership or licensing as required by recognised professional bodies, and proof of collaboration with the relevant stakeholders are linked to three learning pathways: general, vocational and professional. The general pathway links to further education, the vocational pathway will lead to occupations in the workplace and sectors, while the professional pathway will lead to registration with statutory bodies. The qualification links to the general and vocational pathways, leading to further education and occupations in the workplace and sectors. Typical occupations/professions in which the qualifying learner will operate include: Educators, Lecturers, Laboratory Technicians, Researchers, Scientists, Forensic Scientists, Diagnostic Technicians, Sales Representatives, Ecologists, Research Scientists, Environmental Scientists, Curators, Data Analysts, Operations Research Analysts, Climate Change Analysts, Science Writers. |
| RECOGNISE PREVIOUS LEARNING? |
| N |
| QUALIFICATION RULES |
| This qualification comprises compulsory and elective modules at National Qualifications Framework (NQF) Levels 5,6, and 7, totalling 368 Credits.
This qualification can be attained through one of 7 streams. Stream with Botany and Biochemistry Compulsory Modules, NQF Level 5, 120 Total Credits Compulsory Modules, NQF Level 6, 120 Total Credits Compulsory Modules, NQF Level 7, 128 Total Credits Stream with Chemistry and Physiology Compulsory Modules, NQF Level 5, 96 Total Credits Elective Modules, NQF Level 5, 24 Total Credits (Student must select two): Compulsory Modules, NQF Level 6, 120 Total Credits Compulsory Modules, NQF Level 7, 128 Total Credits Stream with Microbiology and Physiology Compulsory Modules, NQF Level 5, 96 Total Credits Elective Modules, NQF Level 5, 24 Total Credits (Student must select two): Compulsory Modules, NQF Level 6, 120 Total Credits Compulsory Modules, NQF Level 7, 128 Total Credits Stream with Zoology and Biochemistry Compulsory Modules, NQF Level 5, 96 Total Credits Elective Modules, NQF Level 5, 24 Total Credits (Student must select two): Compulsory Modules, NQF Level 6, 120 Total Credits Compulsory Modules, NQF Level 7, 128 Total Credits Stream with Zoology and Botany Elective Modules, NQF Level 5, 12 Total Credits (Student must select one): Elective Modules, NQF Level 5, 24 Total Credits (Student must select two): Elective Modules, NQF Level 5, 12 Total Credits (Student must select one): Compulsory Modules, NQF Level 6, 88 Total Credits Elective Modules, NQF Level 6, 16 Total Credits (Student must select one): Elective Modules, NQF Level 6, 16 Total Credits (Student must select one): Compulsory Modules, NQF Level 7, 128 Total Credits Stream with Zoology and Microbiology Compulsory Modules, NQF Level 5, 84 Total Credits Elective Modules, NQF Level 5, 12 Total Credits (Student must select one): Elective Modules, NQF Level 5, 12 Total Credits (Student must select one): Elective Modules, NQF Level 5, 12 Total Credits (Student must select one): Compulsory Modules, NQF Level 6, 88 Total Credits Elective Modules, NQF Level 6, 16 Total Credits (Student must select one): Elective Modules, NQF Level 6, 16 Total Credits (Student must select up to the total credits): Compulsory Modules, NQF Level 7, 128 Total Credits Stream with Zoology and Physiology Compulsory Modules, NQF Level 5, 84 Total Credits Elective Modules, NQF Level 5, 12 Total Credits (Student must select one): Elective Modules, NQF Level 5, 12 Total Credits (Student must select one): Elective Modules, NQF Level 5, 12 Total Credits (Student must select one): Compulsory Modules, NQF Level 6, 120 Total Credits Compulsory Modules, NQF Level 7, 128 Total Credits |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate in-depth knowledge of the place and the importance of biological sciences in human endeavour and have a basic knowledge of the philosophy and ethics of biological sciences.
2. Demonstrate knowledge of the theoretical background in the core aspects of the chosen programme of biological sciences, which is obtained through self-learning and formal teaching; practical skills in the chosen programme of the biological sciences; 3. Demonstrate an understanding of living cells on a molecular, cellular, organism and ecological level and be able to apply theoretical knowledge independently in understanding, investigating and solving biological problems; 4. Use relevant statistical and computer-based methods for the analysis of biological data; 5. Demonstrate a systematic and integrated knowledge and understanding of, and an ability to evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories of the field of Biological Sciences and other related fields. 6. Demonstrate the ability to analyse and evaluate types of knowledge appropriate to the field of Biological Sciences. 7. Apply appropriate discipline-related methods of scientific inquiry and an ability to independently validate sources of information and evaluate and manage the information in the field of Biological Sciences. 8. Critically reflect on, understand and apply appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within the related practice in the field of Biological Sciences. 9. Demonstrate professional and ethical behaviour within an academic and discipline-related environment, with sensitivity towards societal and cultural considerations. 10. Effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse. 11. Function effectively as a member and/or leader of a team or a group in scientific projects or investigations; and 12. Self-direct and manage their learning activities and be responsible for their own learning progress. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: Associated Assessment Criteria for Exit Level Outcome 11: Associated Assessment Criteria for Exit Level Outcome 12: Integrated Assessment Student Academic Access, Retention, Attainment and Success (ARAS) at the institution require heightened responsiveness in provisions for social justice and equal opportunity, inclusive of but not limited to admission requirements, academic content, assessment approaches and methods, modes of provision, student academic development and support opportunities, and non-academic support to students. Teaching, learning and assessment should promote competency-based pedagogical practices that emphasise the promotion of flexible learning and thinking, self-directed and lifelong learning, local and global knowledge, diverse learning opportunities and assessment criteria to promote the academic success of a diverse student body. Curriculum compilation implies a logical coherence and continuous constructive alignment of: Methods used for integrated assessment include continuous, formative (informal and formal), and summative assessments. Opportunities for both continuous formative and summative assessments are embedded in the learning design of the qualification throughout the year of study, in the form of written and practical assignments, portfolios, practical assessments, written and practical examinations and a research report to align with the associated outcomes and assessment criteria and the graduate attributes. Assessment focuses particularly on a critical, creative, and interpretative perspective of the various disciplines. At least one opportunity for integrated assessment, where the main purpose and key outcomes of the qualification/internal programme are assessed, is included in the assessment activities for this qualification. Oral presentations of smaller integrated research projects or seminars in individual, as well as group contexts, may also be employed. The qualification incorporates an inclusive and integrated approach to assessment; assessment practices are open, transparent, fair, valid, and reliable to ensure that students are not disadvantaged during the process. The module mark for all coursework modules is based on a combination of a module participation mark and an examination mark in the ratio determined in the applicable faculty rules, except where the module mark is based on continuous assessment or where no participation mark is required. In the case of continuous assessment modules, the module mark is based on the weighted average of the assessments prescribed for the module, according to the weights prescribed for the different assessment tasks. Taking into account institution A-rules 1.3.3, 1.14, 1.17 and 1.19.3, an undergraduate qualification is obtained when final verification and audit confirmation are given that a student has successfully completed all the modules prescribed in the applicable faculty rules for the programme of the qualification concerned. Formative Assessment: Examples of methods by which informal and formal formative assessments are done include class and online tests, discussions, feedback and critique during contact and blended learning sessions and practical sessions. Examples of methods by which continuous assessment is done include portfolios, simulations, self- and group reflections, written assignments, written tests and online tests, case studies and case presentations, peer group evaluation, and face-to-face contact with students. Summative Assessment: Examples of methods by which summative assessment is done include written exam papers, projects and portfolios of evidence during which all theoretical knowledge, problem-solving skills and practical skills are integrated and assessed.¿ Work Integrated Learning: The WIL module provides the students with the opportunity to apply their knowledge and skills to practical learning situations in a real-world context. The institution recognises Work-Integrated Learning (WIL) as purposeful, organised, supervised and assessed educational activities and experiences that integrate theoretical learning with its application in a real or simulated workplace context. WIL modules and outcomes, as well as placement conditions, must, where applicable, align with the relevant statutory/professional body requirements. WIL is integrated into selected modules designated for such a purpose and must be credit-bearing, supervised and assessed. This is also a system requirement to ensure compatibility and alignment with the institution Work Integrated Service Learning (WISL) system during the integration of WIL activities on the system. Faculties must utilise the centralised WISL system to manage their student placements. Although the system is managed through a central office located in the CTL, WIL modules and the concomitant activities required to register students and placement data in the WISL remain with Faculties. WIL has as its aim to enhance a) excellence and practicability of the student learning experience, b) the civic responsibility of students, and c) the vocational skills and, thereby, the workplace readiness and employability of graduates. |
| INTERNATIONAL COMPARABILITY |
| Country 1: Scotland
Institution: University of Dundee Qualification Title: Bachelor of Science in Biological Sciences The Bachelor of Science in Biological Sciences at the University of Dundee and the equivalent NWU qualification share a similar structure, academic duration, and pedagogical emphasis. Both are three-year, full-time programmes with a broad-based design, enabling students to explore a wide range of biological disciplines before specialising. A distinctive feature of both qualifications is the strong emphasis on laboratory-based learning, integrated with fieldwork opportunities to ensure a holistic understanding of biological systems. The first two years provide foundational knowledge through lectures, tutorials, practical laboratory work, and field excursions, while the final year advances into specialised topics such as biochemistry, molecular genetics, and molecular biology. While the qualifications align closely in content and progression, the NWU degree incorporates contextual adaptations that reflect the South African environment, including modules and research opportunities focused on local biodiversity, conservation challenges, and applied biological sciences relevant to regional industry needs. These contextual elements ensure graduates are prepared for both national and international career paths while contributing to local scientific priorities. The Dundee programme provides a similarly strong foundation for further postgraduate study, but its curriculum reflects the UK context, particularly in research themes and industry links. Country 2: China Institution: Xi'an Jiaotong Liverpool University Qualification Title: Bachelor of Science in Biological Sciences The Bachelor of Science in Biological Sciences at Xi'an Jiaotong Liverpool University (XJTLU) shares a comparable thematic scope with NWU's programme, offering students a wide range of bioscience topics such as bioinformatics, biotechnology, cell signalling, genomics, and structural biology. Both qualifications aim to provide a comprehensive grounding in the biosciences, blending theoretical instruction with practical laboratory experience. The progression pathways, however, differ due to structural variations in the higher education systems. The XJTLU programme is a four-year qualification, allowing for extended coverage of content and skill development, while the NWU programme is completed in three years, aligning with South Africa's Higher Education Qualifications Sub-Framework (HEQSF). Articulation routes further highlight structural differences. The NWU qualification articulates into an Honours degree, providing an additional year of focused research and specialisation, whereas the XJTLU degree leads directly into a Master's programme. Despite these differences, the qualifications share similar graduate outcomes, equipping students with advanced knowledge and research skills applicable to both academic and professional contexts. NWU's programme remains distinct in its integration of modules tailored to the South African context, ensuring graduates are equipped to address local scientific and environmental priorities while remaining competitive in the global biosciences field. |
| ARTICULATION OPTIONS |
| This qualification allows horizontal, vertical, and diagonal articulation.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| MODERATION OPTIONS |
| 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. |
| 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. |