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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Science Honours in Botany 
SAQA QUAL ID QUALIFICATION TITLE
115074  Bachelor of Science Honours in Botany 
ORIGINATOR
University of KwaZulu-Natal 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  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
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
81098  Bachelor of Science Honours in Botany  Level 7  NQF Level 08  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
South Africa needs ethically educated botanists that are capable of natural resource planning and long term sustainable utilisation, whether that be indigenous plants as part of natural ecosystems and ecosystem services, bio-prospecting to find new pharmaceutical drugs, or selecting drought and disease resistant food plants. This qualification aims to produce such learners at BSc Honours level in order to prepare them either for entering the industry directly or to prepare then future studies and training within these fields.

The qualifying learners will know and be able to do on the achievement of the qualification the following:
  • Confidently share and apply the theoretical and practical knowledge that they have acquired.
  • Formulate their ideas on the scientific literature they have read and supported those ideas with scientific data and case studies.
  • Confidently share the knowledge gained from their research projects.
  • Be able to partake in scientific discussions, always basing arguments on scientific questioning and testing as the basis for reasoning.
  • Always be curious in their search for knowledge, keep asking difficult and investigative questions, no matter how uncomfortable and always to seek the truth based on scientific proof.

    Rationale:
    Botany forms the primary link in understanding the complex interactions between the abiotic environment and the living ecosystems on which humans depend. Without understanding these very complex interactions, our ability to use natural resources (such as the soil for cultivation and rangelands for grazing) y sustainably will be disastrous for future generations. Botany is one of the pillars of all biological training. Without a basic understanding of botany, other fields such as zoology, biochemistry, microbiology, agriculture and genetics, cannot be taught in the context of real-world applications. The same goes for environmental sciences such as geography and hydrology.

    The Ecology and Conservation component of the qualification is structured explicitly in such a way as to prepare learners for the practical application of knowledge and information in conservation-related jobs, ranging from local ecosystem managers to regional, provincial and national planners for the sustainable use of land and its natural resources (a very pertinent topic during this time of land redistribution in SA).

    The Plant Genetics and Crop Production component of the qualification is specifically structured in such a way as to prepare learners for the practical application of knowledge and information in the never-ending race to find indigenous and traditional food plants that can be cultivated under harsh environmental conditions to ensure food security in a semi-arid country such as SA.

    The Phyto-pharmacological component of the qualification is specifically structured in such a way as to prepare learners for the critical level exploration studies trying to find new medicinal compounds to treat diseases. Some of these medicines turn out to have completely novel uses, while others become suitable alternatives for drugs that have lost their efficacy due to pathogen resistance against existing medicines.

    Potential occupations, jobs or areas of activity that learners may peruse include nature reserve managers, regional ecologists for conservation agencies, municipal managers of open spaces and municipal conservation areas, decision-makers in local regional and national governmental positions regarding the sustainable development and redistribution of land, scientists in conservation organisations, liaison officers between conservation agencies and stakeholders, Environmental Impact Consultancy firms, plant breeders at a very wide variety of research and parastatal organisation focussing on genetic selection, horticulturalists, agricultural industry, plant propagation specialist (agriculture, horticulture and timber industries), biochemical laboratories working with the bioprospecting of phytochemicals for the synthesis of new pharmaceutical drugs, liaison officers between pharmaceutical companies and human communities from where raw plant material can be bought or cultivated, and scientists within the academic arena (national and international).

    The qualification will provide the learner with an opportunity to be employed by a wide variety of organisations, or the learner may choose to start an independent consultancy firm. Society will benefit from gaining ethically educated decision-makers that steer sustainable and innovative use of natural resources.

    The economy will benefit from innovative discoveries in medicine, new drought-resistant crops, and self-employed consultants in the environmental auditing industry that will employ more people under them, as well as eco-tourism managers and entrepreneurs. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning is done following the institution RPL Policy. In cases of learners not complying with the formal entry requirements, RPL will be determined following the policy and guideline of the Institution concerning the recognition of other forms of formal, informal and non-formal learning and experience. Recognition takes place only where prior learning corresponds to the required National Qualifications Framework (NQF) Level and in terms of applied competencies relevant to the content and outcomes of the qualification. Through RPL, learners may gain access on the condition that they continue their studies at the institution.

    Entry Requirements:
  • Bachelor of Science in Botany, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of 1 compulsory module and 4 elective modules at Level 8, totalling 180 Credits.

    Compulsory Module, 40 Credits:
  • Research Project, 40 Credits.

    Elective Modules, 80 Credits: (selects 4 modules):
  • Ecology and Conservation, 20 Credits.
  • Aquatic Botany, 20 Credits.
  • Secondary Plant Metabolites, 20 Credits.
  • Ecophysiology, 20 Credits.
  • General Botany, 20 Credits.
  • Economic Botany, 20 Credits.
  • Ethnobotany, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Share the theoretical knowledge that they have acquired (both orally and in scientific written format).
    2. Apply the theoretical knowledge that they have acquired (both orally and in scientific written format).
    3. Share the practical techniques they have acquired (both orally and in scientific written format).
    4. Apply the practical techniques they have acquired (both orally and in scientific written format).
    5. Formulate their ideas on the scientific literature they have read and supported those ideas with scientific data and case studies (both orally and in scientific written format).
    6. Partake in scientific discussions, always basing arguments on scientific questioning and testing as the basis for reasoning.
    7. Always be curious in their search for knowledge.
    8. Always keep asking difficult and investigative questions, no matter how uncomfortable.
    9. Always seek the truth based on scientific proof. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate excellent presentation skills at departmental presentations.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Write the introduction correctly and review the relevant literature.
  • Explain and discuss results properly.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Conduct presentation at departmental presentations; faculty symposium and national and international conferences properly.
  • Write project report correctly.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate the mastery of presenting materials and methods as well as data analysis.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Discuss results properly in comparison with other related studies and give reasoning of every finding.
  • Conclude the results and give recommendations for future research.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Present the research project accurately and answer the questions from the audience.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Show awareness of the need for different ways of learning and assimilation of knowledge by electronic calculation and retrieval systems, libraries, and personal contact at meetings.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Suggest possible changes in the proposal should certain aspects not turn out as expected.
  • Show an awareness of the need for continued study to remain always up to date.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Use the latest referencing regarding the related studies.

    Integrated Assessment:
    Assessment across the qualification forms an integral part of the teaching and learning process. In achieving the learning outcomes, learners are required to comply with the minimum assessments set for the level of the qualification, as per the Institution's Assessment Policy. Assessments vary depending on the module and the outcomes of the module; however, all modules are conducted through formative and summative. The assessment of theoretical modules is usually in the form of assignments, practical's and written tests or examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    Massey University in New Zealand offers a Bachelor of Science Honours (major in Botany) which is similar to the qualification offered by the institution in terms of admission requirements and duration of the qualification. The qualification differs in terms of credit weighting and maximum study period.

    The University of Auckland in New Zealand offers a Bachelor of Science Hons (major in Botany) which is similar to the qualification offered by the institution in terms of the qualification purpose, duration of study and entry requirements. The qualification differs in terms of credit weighting. 

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

    Horizontal Articulation:
  • Bachelor of Science Honours, Level 8.

    Vertical Articulation:
  • Master of Science in Botany, Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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.
     
    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.
     
    1. University of KwaZulu-Natal 


    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.