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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Science Honours in Biological Sciences 
SAQA QUAL ID QUALIFICATION TITLE
111315  Bachelor of Science Honours in Biological Sciences 
ORIGINATOR
Sol Plaatje University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 10 - Physical, Mathematical, Computer and Life Sciences  Life Sciences 
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  2019-08-23  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 Science (BSc) Honours in Biological Sciences is to develop well-rounded biologists/conservation scientists through bridging the gap between undergraduate training and post-graduate research. There will be a strong focus on building relevant research skills, and strengthening of the learners' subject knowledge and understanding within the botanical and zoological disciplines. The qualification is designed to equip learners with skills for applying intellectual training to problem solving. This aims to challenge, stimulate, enthuse, and encourage learners to work independently, and be creative and critical thinkers in their respective chosen career pathways.

Rationale:
In this qualification, learners will opt for one of four streams, namely: Biological Sciences, Mathematical Sciences, Physical Sciences or Computer Sciences. This qualification will provide the means by which learners who have chosen the BSc Biological stream may progress into post-graduate studies in the Biological Sciences. In addition, it will offer biological and nature conservation under-graduate learners the option of continuing with their post-graduate studies within their chosen field.

There is a shortage of biodiversity and conservation skills in the industry. The Plan has been endorsed by all provincial departments and other key-stakeholders. It makes provision for strong bioregional planning processes within a sustainability framework. The country has the small percentage of skilled and this Honours qualification will make major contributions to increasing this figure at least within the scientific sector.

Learners will have come from undergraduate science qualifications that covered disciplines such as Biology, Botany, Zoology, Ecology, and Environmental Science. Qualifying learners can be placed as junior conservation ecologists within the public (e.g. National Parks Board, provincial conservation agencies, national Departments e.g. Environmental Affairs, zoological gardens, herbaria, and natural science museums) or private sectors (e.g. ecological consultancies, private game reserves, and NGOs e.g. Endangered Wildlife Trust). It will also allow them to be employed as junior lecturers at tertiary institutions.

Within the qualification, learners will spend most of their time conducting an independent research project wherein they will attain research and other enabling skills (biostatistics and GIS) as part of their development in becoming grounded conservation/environmental scientists and independent researchers.

The qualification will equip learners (learners) with a set of skills that will enable them to look for suitable employment (including internships) or consider moving to the next Postgraduate level (i.e. Masters) where those skills can be further developed within a purely research environment. Knowledge gained by the learner/learner will benefit society through making a contribution towards a sustainable environment and environmental conservation initiatives. In terms of the learner/learner contribution to the economy, if employed, they will be earning an income and able to support themselves and their family providing additional stimulus to the local economic sector. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The RPL policy of the institution recognises the role of prior learning in the higher education sector and its use in different contexts. As such, it is applied in three ways:
  • Recognition of learning obtained in non-formal learning contexts.
  • Improvement and diversification of access to higher education.
  • Acknowledgement of lifelong learning.

    Bearing the institutional policy in mind, actual entry into the qualification or achievement of the qualification will be made on a case-by-case basis, overseen by the respective managerial structures at the institution.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Science in Biological Sciences, NQF Level 7, 360 Credits. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Level 8 totalling 120 Credits.

    Specialisation 1: Botany:
    Compulsory Modules, 80 Credits:
  • Research project, 40 Credits.
  • Enabling Skills in Biological Sciences, 40 Credits.
  • Arid Zone Biodiversity, 40 Credits.

    Elective Modules, 40 Credits: (Choose any two modules).
  • Plant Systematics, 20 Credits.
  • Ecophysiology of Plants, 20 Credits.
  • Evolutionary Ecology of Plants, 20 Credits.
  • Ethnobotany, 20 Credits.

    Specialisation 2: Zoology:
    Compulsory Modules, 80 Credits:
  • Research project, 40 Credits.
  • Enabling Skills in Biological Sciences, 20 Credits.
  • Arid Zone Biodiversity, 20 Credits.

    Elective Modules, 40 Credits: (Choose any two modules):
  • Ornithology, 20 Credits.
  • Parasitology, 20 Credits.
  • Applied Entomology, 20 Credits.
  • Animal Behaviour, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the application of knowledge in biological sciences to human and global affairs.
    2. Critically assess the developing nature of knowledge and identify and evaluate alternative hypotheses and viewpoints.
    3. Demonstrate the ability to identify and respond to a variety of information sources including textual, numerical, verbal and graphical.
    4. Produce a scientifically sound research project on a relevant topic within the botanical or zoological disciplines.
    5. Assess and apply problem-solving strategies to everyday leadership and management challenges. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Conceptualise and understand the philosophical underpinnings of science and the importance of the progression from description and pattern seeking through to scientific advancement by hypothesis testing.
  • Collect, analyse and interpret data according to the hypotheses being tested.
  • Be familiar and understand the organisation of natural assemblages and the processes that shape them.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Develop reasoned and informed arguments.
  • Identify, formulate and resolve problems.
  • Synthesise information from disparate sources.
  • Interpret a particular case in the context of generalised or abstract concepts, and vice versa.
  • Think logically, creatively and critically, and formulate and test scientific hypotheses.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Carry out sample selection; record and analyse data in the field and/or the laboratory.
  • Ensure validity, accuracy, calibration, precision, replicability and highlight uncertainty during collection.
  • Prepare, process, interpret, and present data, using appropriate qualitative and quantitative techniques, statistical qualifications, spreadsheets and programs for presenting data visually.
  • Communicate on their subject appropriately to a variety of audiences using a range of formats and approaches, using appropriate scientific language.
  • Cite and reference work in an appropriate manner, including the avoidance of plagiarism.
  • Use the internet and other electronic sources critically as a means of communication and a source of information.
  • Evaluate their performance as an individual and a team member; evaluate the performance of others.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Develop a coherent research proposal under supervision.
  • Engage with literature and develop and utilise an appropriate theoretical framework to guide own research.
  • Align research and practices with the ethical ethos of the Faculty.
  • Follow the ethical procedures as articulated in the Faculty's Ethics Policies.
  • Select appropriate methodologies being cognisant of the tenets in both quantitative and qualitative research.
  • Follow the proposed methodology as articulated in own research proposal.
  • Design and/or select research instruments taking cognisance of elements of validity and trustworthiness.
  • Use various research and analytical instruments available and the associated protocols.
  • Communicate research findings in a research report-taking cognisance of technical aspects.
  • Submit well-written, technically sound and scientifically accurate research.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Familiarise oneself with the contentious issues presented in the biological sciences to inform own research ideas.
  • Identify and explore issues in own selected specialisations.
  • Collect and manage datasets using appropriate technologies, e.g. file management, document version control, cloud storage and use appropriate techniques to analyse data.
  • Manage, secure and analyse own data sets using modern technology applications, services and/or software.

    Integrated Assessment:
    The Assessment Policy at the institution ensures that assessment forms part of the teaching learning process and structured to encourage blended learning and high levels of intellectual performance learners, improvement of teaching practices and grading of learner performance. From this, there are a number of on-going formative assessments to monitor and evaluate learners' progress. Such assessments assist lecturers to enhance and improve their teaching and facilitation. Formative assessments provide important information that will serve as a basis and foundation for more formal summative assessments. These assessments will then provide data that will assist instructors/lecturers in motivating learners to become actively involved in their own teaching and learning.

    The outcomes and results of these assessments provide a tool for monitoring learner learning and also a means to provide feedback to individual learners. The outcomes are used by lecturers to enhance or improve the curriculum and teaching methods.

    In order to evaluate the impact of the modules/courses being offered, lecturers make observations of learner understanding and performance using continuous assessment. The following components will constitute the continuous assessment:
  • Class tests.
  • Assignments.
  • Practical's.
  • Field trip reports.
  • Class projects/discussions.

    The final mark per module will comprise the continuous assessment and the final exam. The research project will be submitted for assessment at the end of the year on a date determined by the Departmental board. The learner will be expected to attend an oral examination. The final grade of the research project will comprise the oral presentation and the project mark. 
    		•

    INTERNATIONAL COMPARABILITY 
    Countries such as Australia, Canada, United States of America, Kenya and United Kingdom offer the Honours in Biological Sciences or related qualifications. These are comparable with the Biological Sciences Honours qualification at the institution.
  • Australia: Monash University offers a very similar Honours qualification in the Biological Sciences. The core focus of the qualification is to allow high achieving learners to participate in the research areas of the School of Biological Sciences. This is done through a module where they undertake a research project under the supervision of an academic in the School In addition, there is also an advanced coursework component which engages learners in research design, data analysis, presentation skills and critical analysis. Additional skills and knowledge are gained through seminars and attendance at workshops.
  • Canada: University of Windsor offers a four year Biological Sciences Honours Degree at the undergraduate level. The fourth year encompasses a research component where learners undertake a research project and research design. Statistical analyses are carried out at third year level. At Windsor, programs in Biological Sciences provide a solidly based background ensuring that the general requirements of Postgraduate programs will be fulfilled. The array of courses offered is such that learners may emphasize areas of particular interest or aptitude.
  • Kenya: Kenyatta University, in its School of Natural and Applied Sciences, offers a four-year undergraduate Bachelor of Sciences (BSc) Biology qualification. Much like the University of Windsor, the research project and modules and courses offered in the fourth year are equivalent to the qualification at the South African institution. They also carry out their biostatistics and research methodology modules at third year level. Within the Department of Zoological Sciences their aim is to provide an environment for learning that produces graduates with knowledge, skills and competence in the labour market.
  • United States of America: There are a large number of universities and colleges that offer related qualifications. There are no specific Honours qualifications, instead the equivalent of an Honours level can usually be matched to the fourth year of the undergraduate qualifications, but the structure can vary quite considerably between universities or colleges. Examples of these include East Central University (Oklahoma) and Texas State University where the research project module (component) and bio-statistic courses (which are usually offered as electives), are included in the senior year (or fourth year) of study.
  • United Kingdom: Plymouth University offers a three-year Honours equivalent Biological Sciences qualification. In the final year learners conduct a research project module together with a module on advanced skills and concepts. The latter builds on practical skills (statistical methods, presentation skills) needed within the biological sciences and that assists with the development and completion of the research project. An interesting concept within this qualification is that they have an optional 'placement year' which provides learners with an option of being placed in a sector of conservation biology to gain experience in the professional working world; on completion of the year a Certificate of Professional or Work Experience is awarded (this is for non-Degree purposes). 
    		•

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

    Horizontal Articulation:
  • Bachelor of Science Honours in Forensic Sciences and Technology, Level 8.
  • Bachelor of Science Honours in Biochemistry and Cell Biology, Level 8.
  • Postgraduate Diploma in Science, Level 8.

    Vertical Articulation:
  • Master Science in the Biological Sciences, 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.
     
    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.