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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Science in Agriculture in Soil Science

SAQA QUAL ID	QUALIFICATION TITLE
111794	Bachelor of Science in Agriculture in Soil Science
ORIGINATOR
University of Limpopo
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree(Min 480)	Field 01 - Agriculture and Nature Conservation		Primary Agriculture
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	480	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		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 qualification is designed to produce well qualified, competent learners who wish to pursue a career in various fields relating to the production, policy regulation and security of plants through their expert contribution towards the soils in which they grow. It is expected that upon completion learners will be able to apply knowledge, skills, analytical techniques and methods in identifying and solving problems pertinent to the sciences of soils and their relevance to plant production. The learner will play an important role in understanding and analysing aspects within the science of improving the agricultural industry and ensuring the conservation of our environment. Importantly, learners of the qualification will have been introduced to research methodologies within the specialised field of study which will provide them with skills for problem solving and advancing the knowledge within the sector.

Rationale:
The National Development Plan 2030 clearly outlines the relevance agricultural developments will play in achieving its objectives of reducing poverty and inequality. In order to meet South Africa's potential in agriculture, we need to educate a substantial cohort of the population in the value of agriculture, in theories and good practices in agriculture and in the value of life-long learning. It is only through an education within agriculture that the sector will advance and ensure a sustainable production of food supply. In particular, a qualification with a soil science focus, will ensure a cadre of learners that have background knowledge on agricultural practices but specialise in initiatives that enhance the fertility of soils, advise on initiatives for soils conservation and enrichment, advise on the type of soil required for different types of plant production through the analysis and evaluation of soil types, paying attention to social and ethical implications, and make advances to ensure food security in the future. Learners will be relevant in a variety of sectors relating to soil, chemistry and agronomy disciplines and will be able to participate in an advisory capacity to various stakeholders. Learners of this qualification will also have research aptitude which provides them with a platform to contribute towards the field of soil science and to engage in life-long learning activities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) may be used to access the qualification where the admission requirements obtained do not meet those required. In addition, this qualification may be achieved in part through the recognition of relevant prior learning and experience as per the institution RPL policy in general, which outlines the structure and processes that must be followed to RPL a learner when the need arises. Appropriate assessment tasks and tools are designed to assess individual candidates against the module/course outcomes on a case by case basis, with detailed records maintained. The institution has trained RPL in various disciplinary fields to facilitate this process.

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

National Senior Certificate, NQF Level 4 (with a Bachelor Endorsement).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and modules at NQF Level 5, 6, 7, and 8 totalling 492 Credits.

Compulsory Modules NQF Level 5, 120 Credits:

Elementary Mathematics, 12 Credits.

Elementary Statistical Methods, 12 Credits.

General Chemistry 1A12 Credits.

General Chemistry 1B, 12 Credits.

Health Education and Life Competencies I, 12 Credits.

Health Education and Life Competencies II, 12 Credits.

Introduction to Biological Studies, 12 Credits.

Basic Physics 1A, 12 Credits.

Plant Biology, 12 Credits.

Introduction to the Physical Environment, 12 Credits.

Compulsory Modules NQF Level 6, 124 Credits:

Introduction to Soil Science, 12 Credits.

Chemistry for Soil Science, 16 Credits.

Introduction to Plant Production, 12 Credits.

Introduction to Agricultural Economics: Microeconomics, 16 Credits.

Introduction to Animal Science, 12 Credits.

Agricultural Geology, 8 Credits.

Basic and Intermediate Farm Management, 12 Credits.

Introduction to Agricultural Mechanization, 12 Credits.

Introduction to Rural Sociology, 12 Credits.

Introduction to Soil Formation and Classification, 12 Credits.

Compulsory Modules NQF Level 7, 120 Credits:

Principles of field crop production, 12 Credits

Biometry, 12 Credits.

Cropping Systems, Organic and Nature Farming, 16 Credits.

Plant Nutrition and Soil Fertility, 12 Credits.

Soil Biology, 12 Credits.

Irrigation and Soil Water Balance, 12 Credits.

Field Identification of Soils, 12 Credits.

Introduction to Agricultural Extension, 12 Credits.

Experiential Training, 20 Credits.

Compulsory Modules NQF Level 8, 128 Credits:

Research Project, 32 Credits.

Cereal and Grain Legume Cultivation, 16 Credits.

Soil Mineralogy and Soil Chemistry, 16 Credits.

Advanced Soil, Plant and Water Analysis, 16 Credits.

Soil Survey and Land-Use Planning, 16 Credits.

Application of remote sensing and GIS in land use planning, 16 Credits.

Soil Physics, 16 Credits.

EXIT LEVEL OUTCOMES

1. Provide a conceptual critique on specialised knowledge within the agricultural field of soil science.
2. Apply knowledge and competencies to various contexts within the field of soil science.
3. Synthesise information from relevant sources to provide background knowledge and insight on contextualised topics.
4. Identify a relevant research question and attempt to answer this through planning a suitable research protocol.
5. Conduct a research protocol using appropriate methods and forms of analysis, and report using appropriate means.
6. Be conversant with ethical values and legal practices within the scope of soil science and integrated agricultural practices.
7. Communicate effectively regarding topics with the field of specialisation.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:
Disciplinary knowledge of soil science and its related disciplines is:

Reflected in the correct use of the terminology, concepts, principles and theories in written and/or oral communication.

Represented in the appraisal of the relationship among concepts and principles of the agricultural sector relating to soil optimisation and conservation.

Discussed showing a depth of comprehension of topics across the disciplinary area of soil sciences.

Effectively applied to propose solutions to well-structured and practical problems (both concrete and abstract.

Associated Assessment Criteria for Exit Level Outcome 2:

Discuss contextualised case studies within the field of soil science provides insight into the various aspects and nuances within the field and agricultural practices.

Calculate and analyse using appropriate methodologies, are accurate and results interpreted and communicated correctly.

Propose ways of optimising and increasing the production of various types of plants and crops through the preparation and use of appropriate soils and hydration techniques based on contextualised case studies.

Apply knowledge learned to appropriately structured work case assignments.

Associated Assessment Criteria for Exit Level Outcome 3:

Source relevant and current information through access to various kinds of information resources, such as the library, Internet, and primary and secondary sources related to the topic.

Structure a literature survey on a particular topic and indicate the direction of the answer through the use of subheadings.

Clearly state the context in which the basic concepts of the topic are to be evaluated in the literature survey.

Develop a coherent discussion, as well as citing and discussing illustrative examples.

Draw a conclusion that is consistent with the information gathered, and suggest possible alternatives.

Present the literature survey/research report according to appropriate and/or recommended word processing and referencing protocol.

Associated Assessment Criteria for Exit Level Outcome 4:

Identify a valid research question after reviewing relevant literature sources and pose it in a coherent yet succinct manner.

Review various methodologies that could be used to attend to the research question and validate the use, or not, thereof to solve the problem.

Under the guidance of a supervisor draft a coherent research plan, taking into account resource availability, statistical approaches used, and ethical protocols that are required to be observed, and ensuring the safety of life and the environment.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply experimental or computational procedures identified from the research protocol accurately, conserving resources and with due diligence to the sensitivity of equipment, consumables and safety.

Collect and record appropriate data truthfully and in the appropriate format.

Analyse results using relevant methods and interpret them accordingly.

Present the research orally/or in written format using appropriate discourse and presentation techniques, taking the audience into consideration.

Associated Assessment Criteria for Exit Level Outcome 6:

Describe the ethical implications contextualised to the field of soil sciences and related fields.

Work within the specifications of the discipline and be able to refer work appropriately.

Provide a balanced view on a contextualised problem using theories and evidence previously provided in the specialised area.

Discussion on the legislation that relates to the sector of soil science and agriculture in general shows understanding.

Associated Assessment Criteria for Exit Level Outcome 7:

Communication should show an awareness of audience, and capability in using different modes of communication (oral and written) and discipline-specific conventions, and utilisation of different techniques and strategies for communicating results.

Provide relevant guidance to stakeholders and sectors within the soil science field within the confines of an exit level agricultural scientist.

Integrated Assessment:
Learning and assessment are integrated throughout this qualification. Continuous formative assessment is required to ensure that learners get feedback on their progress towards the achievement of specific learning outcomes. Assignments designed to meet the requirements of integrated assessment are such as to achieve: An integration of the achievement of Exit-Level Outcomes in a way that demonstrates that the purpose of the qualification as a whole has been achieved, either as a whole in the component parts of the qualification of study; Evaluation of learner performance to demonstrate applied competence; and Criterion-referenced assessment, which is clearly explained to and understood by the learners. Summative assessment is concerned with the judgement of the learning in relation to the exit level outcomes of the qualification. Such judgement includes integrated assessment which assesses the learners' ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the exit-level outcomes, either as a whole or as components of the qualification. The qualification includes a research module which measures all learning outcomes in an integrated manner.

INTERNATIONAL COMPARABILITY

The University of Sydney in Australia offers a four-year combined Bachelor of Science/Bachelor of Advanced Studies course majoring in Soil Science and Hydrology. The qualification essentially is a continuation of a three-year qualification and aims to provide learners with training in three key areas; soil, water and climate, and their links with functional, resilient and productive ecosystems. Soil, water and climate define the physical constraints to ecosystems, and the interpreting of these along with their costs and benefits supports the development of policy and sustainable management strategies. Although the qualification differs from that of the one at the Institution due to the inclusion of hydrology and climate, learners are allowed to take electives to complement their interests. The qualification includes generic skills in Geographic Information System (GIS), laboratory and data analysis that will enable learners to contribute to water and soil security, and the fourth year of study includes a research project. The outcomes of this qualification align well with those of a four-year NQF Level 8 qualification of the University of Limpopo, although the hydrology aspect is not included in the institution qualification. The University of Sydney programme outcomes relate to the broad understanding and integration of knowledge of the topic at hand, depth of knowledge within the specific discipline, application, analysis and evaluation of the topic in relation to agricultural practise, policy and management strategies, and interpretation of results. It includes relevant modes of communication for the purpose and audience using robust argument and critique, as well as the integration of the subject through research based projects, developing expertise in problem solving skills. The outcomes also align with those of the institution qualification in addressing professionalism and ethics within the field of Science.

The University of Colorado State in the United States of America offers a four-year Bachelor of Science (Soil and Crop Sciences, Soil Restoration and Conservation Concentration). The qualification aims to provide learners with hands-on training and expert instruction on soil and crop sciences so that they are equipped to solve current global challenges in soil, plant, and environmental sciences. The qualification includes a foundation science year where learners focus on mathematics and chemistry and then expands to include topics on soil and crop sciences, soil ecology, soil land use and climate change, soil restoration and conservation amongst other topics on crop sciences. Although similar in most topics, the Colorado state University qualification provides much more in terms of electives than that of the Institution qualification which is more structured, and provides for a longer practicum training period. Essentially, however, the qualifications produce very similar learners who may articulate towards a Masters qualification within the disciplinary field.

The University of Edinburgh in Scotland offers a four-year Bachelor of Science in Agricultural Science (Crop and Soil Science) qualification. Although the institution qualification specialises in soil science, it also includes many topics on plant production ensuring that the learner is able to integrate the two areas of knowledge to improve sustainable plant agriculture. The two qualifications are thus comparable. This qualification provides an understanding of the scientific principles of crop and soil management that underpin the development of sustainable and resilient production systems. The qualification provides learners with analytical skills in crop physiology and agronomy, crop protection, genetic improvement of crops, soil management and nutrient cycling, which are necessary to meet the challenges of increasing global food production whilst maximising resource use efficiency and minimising the impact on the environment. Both qualifications require the learner to undertake a research project. One difference is that although the admission requirements are similar, learners of the Edinburgh qualification may, based on performance, articulate into a Doctoral qualification, whereas learners of the Institution qualification may articulate into a Master's qualification.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Diploma in Soil Science, NQF Level 8.

Bachelor of Science Honours in Agriculture Soil Science, NQF Level 8.

Vertical Articulation:

Master of Science in Agriculture in Soil Science, 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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