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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Arts in Psychology

SAQA QUAL ID	QUALIFICATION TITLE
111318	Bachelor of Arts in Psychology
ORIGINATOR
University of Zululand
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
Registered-data under construction		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

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.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of this qualification is to equip learners with knowledge, skills and attitudes to better understand the social world, interpret and analyse relevant social research data, comprehend and develop a better understanding of self and others in a variety of social contexts and circumstances.

The qualification will provide learners with a solid foundation in, but not limited to, the following set of attributes:

The acquisition of a systematic and coherent body of knowledge within the field of Psychology, combined with underlying principles and concepts of Applied Psychology that incorporates communication and problem solving skills as part of the pedagogic process.

The development of the academic skills and attributes necessary to undertake research, comprehend and evaluate new information, concepts and evidence from a range of sources within the applied social science field including psychology.

The development of the ability to review, consolidate, extend and apply the knowledge and techniques learnt in a professional context.

A foundation for self-directed and lifelong learning.

Interpersonal and teamwork skills appropriate to employment and/or further study.

These attributes form the basis of a robust curriculum design in that they address: Core knowledge, skills, understanding within the field of study and Research skills.

This qualification is designed with the following in mind:

To develop the learner's academic skills to better understand the world of Psychology, nationally and globally.

To develop the learner's ability to interpret and analyse relevant social research data.

To enable learners to comprehend and develop a better understanding of self and others.

To enable learners to apply their understanding of psychology as an applied social science in the specialised fields of counselling, coaching or management in a variety of personal and social contexts and circumstances within a diverse multicultural society such as South Africa.

The qualification has a psychological framework as part of a critical pedagogy of understanding self and others better within different social contexts by:

Providing the learner with a systematic and coherent body of knowledge based on the underlying theories of Psychology.

Enabling the learner to interpret and reflect critically on key concepts and theories of psychology as a science in different contexts as well as to comprehend and evaluate new information, concepts and evidence from a range of sources in the disciplines of Psychology.

Providing the learner with the skills and abilities to develop professionally towards a career in the Psychology.

Rationale:
This qualification is to provide a foundation for learners with a broad career path in Psychology vocations. The qualifying learner will have diverse career options in Psychology, incorporating employment fields such as human resource management, health sciences and psychological services.

The qualification design is to provide focused teaching and learning with the emphasis upon how people and their diverse social statures interact within a specified psychological context. The qualification is grounded in the Social Sciences and is designed to help learners develop the academic skills to better understand the biopsychosocial world, interpret and analyse relevant psychological research data, comprehend and develop a better understanding of self, others and the application of Psychology in a variety of contexts and circumstances.

This depth of understanding and insight is pertinent to South African realities where diverse race and cultures co-exist within a context of different cultural, socio-economic and educational levels. This creates the potential for encouraging a greater acceptance of human difference in multiple work-related environments.

The qualification aims to provide learners with an introduction to psychology and the broad field thereof. The psychological focus has shaped the selection of core modules in order to assist learners with a developed understanding of psychology and its theories as well as the core skills necessary to work successfully with people in an informed and insightful way.

At the same time, the qualification incorporates three specialisations i.e. counselling; management studies, and psychometrics, each representing a specific application of the core knowledge and skills training of the qualification. As such, depending on their specialisation choice, learners will undertake a range of modules dealing more specifically with counselling, management or research studies.

The qualifying learner will be well suited for employment in an extensive range of public and private sector enterprises and will be highly regarded for their ability to integrate theory with praxis and to be ethical and professional practitioners within their chosen fields.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The assessment of RPL can be done in a variety of ways and there is no one set way of assessing prior learning. In each case evidence must be provided to support the assessment decision that has been reached. Each RPL case will be different and may include one or more approaches. The evidence provided for judging competence will be evaluated for its authenticity, validity, sufficiency and its currency.

This policy and set of procedures can be used for the following purposes:

Transfer of credits from one institution to another institution (Recognition of modules studied at other institutions).
Or

Admission to a qualification where the minimum requirements have not been met (excluding mature age exemption category of exemption for admission to undergraduate qualifications), and the candidate feels that the requirements can be met through RPL.
Or

Admission to qualifications with advanced standing or "fast-tracking" (i.e. with some of the credits being awarded or achieved through Recognition of Prior Learning).

Providing for RPL through the curriculum.

The assessment of RPL will be done in a variety of ways where in each case evidence will be provided to support the assessment decision that has been reached. A person seeking RPL will require an assessment that recognises skills and knowledge as reflected holistically in the Exit Level Outcomes of the qualification. Each RPL case will be different and can include one or more of the following approaches:

A portfolio of evidence that has been gathered in response to the need to meet the outcomes for which learning will be recognised. (The learner may be assisted in the preparation of the evidence, although ideally not by the assessor.).

A demonstration of competence in a particular skill.

An oral presentation (presented to two staff members) which addresses the outcomes for which credits are to be awarded.

A oral viva (presented to two staff members) in which the learner engages in a question and answer session with a member of the relevant department and which addresses the outcomes of the learning for which credit is being given.

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

National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor's studies.
Or

National Certificate (Vocational), NQF Level 4, granting access to Bachelor's studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 360 Credits.

Compulsory Modules, NQF Level 5, 75 Credits:

Introduction to Psychology A, 15 Credits.

Computer Literacy for Psychology A, 15 Credits.

Introduction to Psychology B, 15 Credits.

Computer Literacy for Psychology B, 15 Credits.

Introduction to Language, 15 Credits.

Elective Modules, NQF Level 5:

Writing & Oral Communication Skills, 15 Credits.

Introduction to Business Management, 15 Credits.

Applied Philosophical Reasoning 1, 15 Credits.

Introduction to Business Management, 15 Credits.

Applied Philosophical Reasoning 2, 15 Credits.

Compulsory Modules, NQF Level 6 105 Credits:

Social Psychology, 15 Credits.

Personality Psychology, 15 Credits.

Developmental Psychology Early Childhood, 15 Credits.

Gender Studies and Human Immunodeficiency Virus (HIV)/ Acquired Immunodeficiency Syndrome (AIDS) HIV/AIDS, 15 Credits.

Cognitive Psychology, 15 Credits.

Developmental Psychology - Adulthood and Aging, 15 Credits.

Labour Relations Management, 15 Credits.

Elective Modules, NQF Level 6:

Eco-psychology, 15 Credits.

Foundations and Challenges of Human Resource Management, 15 Credits.

Cross-Cultural Psychology, 15 Credits.

Compulsory Modules, NQF Level 7 105 Credits:

Abnormal Psychology, 15 Credits.

Career Counselling, 15 Credits.

Psychological Report Writing, 15 Credits.

Psychological Assessment Theory, 15 Credits.

Organisational Behaviour, 15 Credits.

Counselling & Psychotherapy, 15 Credits.

Introduction to Qualitative and Quantitative Research Methodology in Psychology, 15 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate familiarity with and have an informed outline knowledge and understanding of the content, theories, and scholarly positions of the critical core of the discipline of psychology at a basic and intermediate level.
2. Demonstrate a systematic and well-rounded knowledge, and the ability to critically question the basic assumptions of the most important theories, scholarly positions and basic methodologies of psychology.
3. Show competence in the elementary modes of inquiry of at least one or more core component including specific and less complex problems (both concrete and abstract).
4. Analyse and locate her/his own work in contemporary contexts (such as the South African and African contexts) regarding specific issues and/or problems.
5. Interpret topical issues using different perspectives in the discipline included at level.
6. Interpret, explain and/or develop an argument around an understanding of newly-encountered material and demonstrate an ability to rationalise an approach used in one or more component included at the exit-level.
7. Write an extended essay/design a minor research proposal aimed at engaging with a well-defined problem/issue within a particular component.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Use terminology, concepts, principles and theories in written and/or oral communication correctly.

Represent in analysis, evaluation and synthesis of recent and relevant research findings.

Apply and propose effectively solutions to well-structured and practical problems based on well-established theory-driven arguments.

Communicate clearly using scholarly discourse and psychology-specific conventions efficiently.

Associated Assessment Criteria for Exit Level Outcome 2:

Reflect clearly in well-defined and coherent representation of identified problems.

Identify and apply appropriate methods, techniques, tools and procedures relevant to psychology.

Suggest possible solutions based on theory-driven arguments and using the relevant modes of inquiry consistently.

Demonstrate scholarly and critical reasoning skills.

Associated Assessment Criteria for Exit Level Outcome 3:

Recognise the diversity, complexity and multi-dimensionality of a context and how that affects the particular work being undertaken.

Demonstrate the provision of relevant information pertaining to the strengths, weaknesses and opportunities of the context for addressing specific problems.

Identify relevant role players and resources that will contribute to resolution of specific problems.

Describe all relevant factors pertaining to the context and people's performance(s) in these contexts and how they affect the particular work being undertaken.

Identify critical factors impacting on practical problems to be investigated from the perspective of psychology.

Associated Assessment Criteria for Exit Level Outcome 4:

Analyse the relevant local and international contexts and research findings.

Describe and explain making effective use of comparing diverse theories.

Evaluate and define the boundaries and limitations of theory and recognises the provisional nature of research findings.

Involve ethical and responsible solutions for practical problems/challenges.

Communicate using scholarly discourse and different modes of communication effectively.

Associated Assessment Criteria for Exit Level Outcome 5:

Communicate and reflect competence in higher-order cognitive domains and/or meta-cognition.

Demonstrate knowledge and comprehension of psychology-specific conventions and scholarly discourse.

Give an accurate account of scholarly positions, viewpoints and solutions.

Identify and differentiate between current perspectives and scholarly debates pertaining to psychology in different relevant contexts.

Reflect critical appraisal of recent and relevant literature including both primary and secondary sources.

Associated Assessment Criteria for Exit Level Outcome 6:

Describe the appropriate research strategies (such as analysis, interpretation, evaluation) in coherent fashion and appropriately for the writing of the essay.

Reflect awareness of ethical accountability and cultural sensitivity pertaining to all related aspects (people, context, etc.).

Associated Assessment Criteria for Exit Level Outcome 7:

Analyse and evaluate findings of relevant literature.

State and contextualise an identified problem for research purposes.

Describe the essential modes of inquiry relevant to the component/s in which the essay/project is developed.

Describe all procedures (e.g., research strategies, data collecting, etc.) in coherent fashion and appropriately for undertaking the minor research project.

Integrated Assessment:
Formative Assessment:
Continuous assessment will be applied throughout the module by both the lecturer and peers, and is intended to serve as a 'performance indicator' to the learner. The emphasis will be on constructive criticism, helping the learner to recognise his or her shortcomings and work on them.

Summative Assessment:
Integrated assessment, focusing on the achievement of the Exit Level Outcomes, will be applied, where applicable, by written examinations, practical examinations, and project evaluations.

INTERNATIONAL COMPARABILITY

The Bachelor of Arts (BA) in Psychology Degree is compared with similar qualifications are offered at the University of Maryland in the United States (US) of America.

The Bachelor of Arts in Psychology qualification offers a Level 1 entry module in Psychology, namely, Introduction to Psychology. At Level 2, modules are similar including Developmental Psychology, Biological basis of Psychology, Personality, Social Psychology and Interventions. At Level 3 similar courses are offered, such as Child and Adult Psychopathology, Community Psychology, as well as Multicultural Psychology in the US. The University of Maryland offers a module in Animal Psychology and Psychopharmacology and these two modules are replaced with Eco-psychology and Psychological Assessment as deemed necessary at national level.

ARTICULATION OPTIONS

This qualification allows possibilities for vertical articulation.

Vertical Articulation:

Bachelor of Arts Honours in Psychology, NQF Level 8.

Postgraduate Diploma in Educational Psychology, NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

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NOTES

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LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

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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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