SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Social Science in Industrial and Working Life

SAQA QUAL ID	QUALIFICATION TITLE
115725	Bachelor of Social Science in Industrial and Working Life
ORIGINATOR
University of KwaZulu-Natal
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		Industrial & Organisational Governance and Human Resource Development
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 0733/25	2024-06-30	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 Bachelor of Social Science in Industrial Work Life aims to provide learners with in-depth knowledge of the broader socio-political and socio-economic context of the world of work. The learners will be able to get a deeper understanding of the principles of trade unionism and apply theories in labour studies, and how social change, such as industrialization, is constantly changing how people work. As these learners have industry experience, they will be able to understand theories that underscore the broad fields of society, politics, and labour issues in the 21st century in the context of South Africa and the broader society.

This qualification will enable learners to demonstrate knowledge of the nexus between labour and industrial life, politics, and organizational management; reflect critically on political systems, labour studies, social behaviour, traditions, and institutions that influence Industrial and Working Life. Learners will acquire specialized competence in their chosen areas of study, enabling them to contribute to critically evaluate scholarly arguments using appropriate academic discourse.

Structural inequalities perpetuated and entrenched by colonialism and apartheid persist in contemporary South African society. Despite legislation enacted by the government to reverse the legacy of discrimination and inequality, transformation in the workplace has been slow. Exacerbating the slow pace of change is the demand for increased education and skills in response to the challenges of job creation, poverty reduction, and inequality reduction. This has resulted in organizations incorporating skills development into educational and organizational policies.

The qualification aims to develop the capacity of such learners to better serve their organizations and constituencies, strengthen the broader civil society, and contribute to social development and change. The qualification, therefore, serves the need for trade unionists to develop their capacities to engage more effectively in debates, undertake their own research, and critically evaluate and analyze economic and social phenomena.

The qualification, together with related modules, provides a solid foundation that prepares learners for a range of options that demand an understanding of a central aspect of our lives, namely work and what goes along with it: human resources, organizational forms and functions, industrial relations, technological change, employment and unemployment, global links and inequalities, industrial policy, conflict and democracy and so on.

Rationale:
The lack of capacity regarding, specifically, adult learners in the workplace has been identified by the Department of Higher Education as a cause for concern. According to the Department of Higher Education and Training (2014), adult education has "... a vital role to play in addressing the education and development needs of out-of-school youth and adults, especially those who have been and may still be disadvantaged as a result of past and existing social inequalities relating to class, race, gender, age, and disability." There is, thus, DHET support for higher education institutions seeking to address this terrain.

Responding, therefore, to the call for transformation, skills development, and the urgent need to redress inequalities in the workplace, the Industrial and Working Life Programme has been designed to provide alternative access to the undergraduate degree program for adult learners (shop/site stewards, trade unionists, and community activists). The Industrial and Working Life Programme (IWLP) is self-funded, and learners major in Sociology and in Industrial, Organisational, and Labour Studies. The degree is offered part-time over five years.

The target learners are shop stewards, allowing them to gain skills and empowerment, and access university learning. The qualification prepares learners for potential further academic pathways, such as Master's and Doctoral studies, thereby enhancing their career prospects and academic growth.

This qualification prepares learners for careers in government, labour relations practice, arbitration, conflict management and resolution, labour administration and research, gender issues, and dismissals work for government institutions, parastatals, the private sector, and trade union organizations. It also provides learners with a necessary background for graduate work in various disciplines and qualifications such as political studies, industrial labour studies, and public policy studies. The qualification attracts problem solvers interested in understanding world affairs and their impact on the South African labour system and society. Graduates will have in-depth and multi-disciplinary knowledge of their fields. The qualification will produce creative, critical thinkers and problem solvers who are professional and adaptable to the complex and globalized world.

The Bachelor of Social Science in Industrial and Working Life seeks to redress social injustices and inequalities of the past by providing an avenue for shop stewards, trade unionists, and community organizers to receive a tertiary qualification and, in so doing, provide them with content that is practically linked to issues in the workplace and the community. In so doing, this qualification will increase the number of those appropriately qualified in the workforce and develop workers and community leaders.

In addition to familiarising learners with various aspects of work, labour organization, policy, and labour movements from a social sciences perspective, the overall qualification is structured to ensure that learners critically engage with broader social issues in the African context. The programme will attract learners from a marginalized sector and allow UKZN to position itself as a pioneer in this field in the South African context. In addition, this qualification will give learners access to an Honours degree, thus allowing for an increase in postgraduate enrolment and building research capacity and African scholarship in the social sciences.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL offers an alternative access route into a learning program for those not meeting the specified qualification entry requirements. Qualifications, part-qualifications, and professional designations registered on the NQF may be awarded in whole or in part through RPL.
Recognition of Prior Learning (RPL) is an important consideration for this qualification. The University Recognition of Prior Learning Policy and rules and procedures will be considered when learners apply for RPL.

An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for postgraduate studies or research, may be admitted as a learner at the University.".

The South African Qualifications Authority (SAQA) National Policy and Criteria for the Implementation of the Recognition of Prior Learning (amended March 2019) and The Council of Higher Education, Recognition of Prior Learning, Credit Accumulation, and Transfer in Higher Education (2016) are relevant to this programme in terms of the implementation of RPL, which strives to respond to the socio-economic redress of historically disadvantaged communities.

Accordingly, RPL implementation in the programme will be an enabling mechanism for either:

Access to academic programmes.

advanced standing for future higher-level qualifications.

Award of full or partial credits where prior learning meets all the requisite exit-level outcomes of the respective qualification.

The RPL assessment recognises knowledge, skills, and professional competence achieved through alternative learning pathways such as informal, non-formal, and work-based experience and formal learning. A portfolio of evidence (POE) will form the basis of the RPL evaluation.
An RPL assessment committee will be set up to examine the POEs.
The RPL evaluation process is based on matching learning outcomes obtained via alternative learning pathways with the programme's exit-level outcomes. The RPL portfolio of evidence (POE) evaluation will use criterion-referenced rubrics to ensure consistency, fairness, and rigour in the RPL assessment. A maximum of 10% of admission in any year may be granted via RPL. Successful RPL applications are subsequently presented and considered by the School Teaching and Learning Committee, followed by a submission for approval at the College Academic Affairs Board meeting.

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

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

Senior Certificate, NQF Level 4 with endorsement.
Or

National Certificate Vocational, NQF Level 4, granting access to Bachelor's studies
Or

Higher Certificate in Labour Law, NQF Level 5.
Or

Higher Certificate in a cognate field, NQF Level 5.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at the National Qualifications Framework Level 5, 6, and 7, totalling 384 Credits.

Compulsory Modules, NQF Level 5, 48 Credits:

Introduction to Sociology, 16 Credits

Introduction to South African Society, 16 Credits

Workers and Industrialisation in SA, 16 Credits

Elective Modules, NQF Level 5, 80 Credits (Select any five modules):

Academic Literacy in English, 16 Credits

Introduction to Political Science, 16 Credits

Introduction to Global Politics, 16 Credits

Political Economy of Food, 16 Credits

Globalisation Then and Now 16 Credits

Compulsory Modules, NQF Level 6, 64 Credits:

Trade Unions in South Africa, 8 Credits.

Globalisation and World Class Manufacturing 8 Credits.

Organising Production, 8 Credits.

Introduction to Labour Markets 8 Credits.

Classical Sociology Theory, 16 Credits.

Social Change, 16 Credits.

Elective Modules, NQF Level 6, 64 Credits (Select four modules):

Issues in International Affairs, 16 Credits

Contemporary African Politics and Development, 16 Credits.

Capitalism and Development, 16 Credits

Development in Southern Africa, 16 Credits

Compulsory Modules, NQF Level 7, 128 Credits:

Organisational Restructuring and Change, 16 Credits.

Labour, Capital and State in Contemporary SA, 16 Credits.

Economic Policy, Labour Markets and Jobs, 16 Credits.

Diversity and Equity in the Workplace, 16 Credits.

Contemporary Sociological Theory, 16 Credits.

Contemporary Theory - Theorists, 16 Credits.

Research Design - An Introduction, 16 Credits.

Social Issues - Practice and Theory, 16 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate in-depth knowledge in one or more specialized areas within sociology and labour studies and understand how this specific knowledge interrelates with other sectors, disciplines, or practices.
2. Demonstrate an understanding of the different approaches, arguments, perspectives, and debates in Sociology and Labor studies. Assess and evaluate the different types of knowledge and explanations typical within the Sociology and Labor studies context.
3. Develop social science interdisciplinary techniques and research methods and demonstrate expertise by undertaking an independent and interdisciplinary research project that incorporates Sociology and/or Industrial, Organisational, and Labour Studies.
4. Develop and critically reflect on political systems, labour studies, social behaviour, traditions, and institutions that influence Industrial Working Life; Demonstrate theoretical knowledge from a range of empirical studies.
5. Demonstrate the ability to make decisions and act ethically and professionally in each context and act by drawing on appropriate ethical values within a diverse and interconnected environment.
6. Design suitable research approaches and methods for collecting information relevant to a given global context or issue. Verify and substantiate the sources of information and evaluate and assess the gathered information in the context of Sociology and Labour Studies.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Describe the sociology and labour studies concepts, principles and theory. This includes factual knowledge and conceptual understanding.

Apply critical thinking to analyze complex issues within the field

Demonstrate analytical skills and ability to synthesize information.

Present orally to demonstrate their understanding and display the ability to conduct a critical analysis in dialogue with their peers and instructors.

Apply key terms and concepts to real-world scenarios and evaluate their relevance and implications

Investigate specific topics or research issues through the application of theoretical knowledge

Conduct analyses of case studies and current events

Apply their knowledge and skills in one of the chosen specialized areas in sociology and labour studies.

Associated Assessment Criteria for Exit Level Outcome 2:

Analyse different types of knowledge in sociology and labour studies Describe the diverse theories, perspectives, and paradigms

Demonstrate critical awareness through their knowledge of the different academic debates within the Sociology and Labor studies and familiarity with the scholarly literature

Engage in debates about different paradigms of knowledge and evaluate contrasting explanations

Associated Assessment Criteria for Exit Level Outcome 3:

Evaluate different research methods commonly used in international studies Describe and differentiate between qualitative, quantitative, and mixed method approaches and apply them appropriately.

Select and justify their choice of appropriate research methods for specific research questions.

Identify the basic principles of research design.

Demonstrate methodological competence and applied research skills.

Apply research methods to analyze real-world issues.
.
Associated Assessment Criteria for Exit Level Outcome 4:

Identify complex issues within industrial work life and demonstrate familiarity with global challenges and their political and economic context.

Analyse complex issues using empirical evidence like case studies and policy briefs to demonstrate issue recognition Evaluate alternative solutions using theoretical frameworks from the field of international relations

Describe and utilise key theoretical models and frameworks in the field. Conduct comparative analyses and make policy recommendations

Construct well-reasoned arguments for proposed solutions, demonstrating logical reasoning and the ability to synthesise evidence

Use theoretical and analytical frameworks appropriately.

Engage in critical debates on complex issues

Associated Assessment Criteria for Exit Level Outcome 5:

Make informed decisions in complex contexts within sociology and labour studies.

Apply ethical principles and display awareness of cultural diversity to demonstrate ethical reasoning when conducting research

Substantiate decisions and actions using appropriate ethical values.

Demonstrate ethical awareness through an understanding of different ethical theories, ethical dilemmas, and codes of conduct

Explain ethical justifications for actions and substantiate those decisions and actions by drawing on appropriate ethical values and approaches.

Act professionally in diverse and interconnected environments

Associated Assessment Criteria for Exit Level Outcome 6:

Display methodological competence by developing suitable methods for collecting information relevant to a given global context or issue

Display information literacy by being able to verify and substantiate sources of information independently.

Use their critical literacy and knowledge of source evaluation to conduct literature reviews and engage in source checking

Conduct a critical analysis of global issues by gathering and then evaluating and assessing information gathered from a range of different sources

Reflect on the reliability and relevance of gathered information after critically evaluating their sources.

Evaluate and assess the gathered information.

INTEGRATED ASSESSMENT
The institution's Assessment Policy guides the assessment of modules. Assessment will combine formative and summative assessment. Formative assessment will ensure that the learning can be reflective, allowing for revision following feedback from the lecturers, and summative assessments include learner portfolios and examinations.

The online component will be offered via the Learning Management System Moodle and will be designed to be accessible on cell phones with low data usage requirements. Therefore, the online component will be designed to encourage interactivity and active participation (including, for example, interactive learning activities such as Multiple-Choice Questions, quizzes, True/False, fill-in-the-blanks, matching exercises, etc.) The online component could also include video lectures, podcasts, YouTube video clips, discussion forums where learners post answers to questions, case studies, etc. However, low-technology, low-data components will be emphasized to ensure no learner is disadvantaged. The use of technology in teaching is important as it provides creative and constructive ways to engage with learners in a modern world dictated by digital communication.
Specific learning materials will be developed for each of the modules.

Assessment of the taught component will be continuous and include written assignments, essays, tests, and exams. The approach and methods of assessment are multi-mode, incorporate both formative and summative assessment, and are designed to assess different competencies of the learners.
The assessments are made up of fifty percent formative and fifty percent summative.

INTERNATIONAL COMPARABILITY

Country: Uganda
Institution: Makerere University
Qualification Title: Bachelor of Arts in Social Sciences
Entry Requirements
� The Uganda Certificate of Education (UCE) (or its equivalent), and Two Principal Passes at Advanced Level in Arts or Science subjects obtained at the same sitting of the Uganda Advanced Certificate of Education examination (UACE) (or its equivalent).
� For admission under the Mature Age Entry scheme, a candidate must pass the Mature Age Entry Examination of Makerere University in those subjects relevant to the degree course

Modules:
The BA(SS) curriculum consists of six subjects:

Economics, Political Sciences and

Public Administration,

Psychology, Social

Administration,

Sociology, and Gender and Development. Learners may also take courses from other relevant Departments and Faculties.

First Year:
First-year learners will take three subjects and two courses from each subject per semester, i.e., 12 courses in the first year. First-year subjects are all core courses.

Second - Third Year:
Learners shall be required to offer a major and a minor subject in the second and third year of their studies. The major subject shall constitute at least two core and two elective courses per semester of a learner's programme or an equivalent of 16 credit units. A minor subject shall constitute at least two courses per semester, comprising of one core course and one elective, equivalent to eight credit units.

The qualification does not include industry-based experience

Assessment:
There shall be a Progressive/continuous assessment during each semester and an examination at the end of each semester for modules within this degree programme

Country: Australia
Institution: The University of Melbourne
Qualification Title: Bachelor of Arts
Entry Requirements:
considered for entry, applicants must have completed one of:

The Victorian Certificate of Education including VCE Units 3 and 4, either a study score of at least 25 in English/English Language/Literature or a study score of at least 30 in English as an Additional Language.

The International Baccalaureate Diploma including at least Grade 4 in English or English B (Standard Level or Higher Level).

A senior secondary program, foundation studies program, or equivalent approved by the Academic Board, including appropriate English language studies.

Qualification structure:
First year
Learners are expected to complete at least one Arts Foundation subject from a choice of six. These subjects introduce concepts, ideas and principles that are central to all endeavours in Arts. In their first-year learners will take eight courses: four in semester one and four in semester two

Second Year:
By second year, learners must finalize their majors and minors' selection. They will complete the second-year subjects in their two majors. They are required to take eight courses (120 points) in each major. This includes at least three courses (45 points) at level 3 in each major. As well as their majors, learners take elective courses in other subjects. They must study at least three BA subjects (including their majors). They are also expected to complete two General Education courses.

Third year:
In the third year, they will undertake a capstone subject in their major(s), designed to draw together their fields of specialization and prepare them for life as a graduate. They will also take the remaining third-year subjects to complete their degree.

Work Integrated Learning:
The qualification does not include industry-based experience, however a "capstone" subject in their major(s), is taken in their final year to prepare learners for life beyond study. Capstone subjects may involve work placements.

Assessment:
Continuous assessment during each semester and/or an examination at the end of each semester
for modules within this degree programme. The exam could include take home exams during the examination period.

Comparison:
The South African (SA) qualification is unique in its approach to access to higher education and responds specifically to the needs of the historical injustices in South African society by providing alternative access to higher education to trade unionists and community activists. In this regard, an exact/similar qualification cannot be found internationally.

However, the SA qualification was compared against reputable international programs (general three-year undergraduate bachelor's degree in the humanities/social sciences) that are similar in content.

Firstly, given the commitment toward institution's mission which is to contribute "to the advancement of knowledge and scholarship in ways that enrich and transform society in Africa and internationally" and to be therefore relevant to the African context, the SA qualification was compared to Makerere University, a top African university in Uganda. Makerere University is in Uganda, a country that faces similar challenges to South Africa.

The SA qualification compares well with Makerere University, as both qualifications recognise the multi-disciplinary nature of the qualification structure and therefore encourage learners to study electives from cognate disciplines. Having said this, the SA qualification electives are structured, and learners are therefore unable to choose their own electives from the majors presented within the School of Social Sciences; at Makerere, learners are given a wide range of electives to choose from within what is referred to as six subjects namely; Economics, Political Sciences and Public Administration, Psychology, Social Administration, Sociology and Gender and Development. As the BSocSc (IWLP) is geared toward working life, labour and community activism, it covers modules in the disciplines of Sociology, Industrial, Organisational and Labour Studies, Political Science, Economic History and Anthropology. The SA qualification also compares well with Makerere University in that the compulsory and elective modules cover a wide range of core capacities such as theory, qualitative and quantitative research methods, labour, organizations, governance, and political economy.

In addition to a comparison with an African university, the SA qualification is also compared the SA qualification with the University of Melbourne in Australia. Although the social contexts are different, The University of Melbourne has been ranked number 1 in Australia in the Arts and Humanities (QS World University Rankings by Subject 2018. The Bachelor of Arts offering is also the most popular degree in Victoria, Australia. This qualification offers a diversity and depth of majors - with more than 40 areas of specialisation, from Sociology to Economics and Political and International studies.

Their Bachelor of Arts compares well with SA qualifications in terms of content (however, like with any general degree, learners can select their combination of majors and electives) and structure; however, their assessment methods differ markedly from the SA qualification. While undergraduate modules the SA qualification are continuously assessed, with both formative and summative assessment and an examination at the end of the modules, at the University of Melbourne, the focus is on continuous assessment for most modules within the semester. If an exam is offered, it can be a take-home exam during the examination period. In addition, another difference is in their final year of study, learners at the University of Melbourne will register for a "capstone" subject in their major(s), designed to draw together the theoretical strands of the degree and prepare learners for life beyond study. Capstone subjects vary and may involve work placements, project-based learning, a research project, or a coursework subject outlining business best practice. The one similarity in the BSocSc (IWLP) case is the research project learners undertake as part of the Research Design module in their final year of the qualification; however, work placements do not form part of the SA qualification.

ARTICULATION OPTIONS

This qualification allows possibilities for horizontal, vertical and diagonal articulation.

Horizontal Articulation:

Bachelor of Arts International Studies, NQF Level 7.

Bachelor of Arts in International Relations, NQF Level 7.

Bachelor of Applied Social Science, NQF Level 7.

Bachelor of Arts in Industrial Sociology, NQF Level 7.

Vertical Articulation:

Bachelor of Arts Honours in Political Science, NQF Level 8.

Bachelor of Social Science Honours Degree in Sociology, NQF Level 8.

Bachelor of Art Honours in International Relations, NQF Level 8..

Bachelor of Arts Honours in Social Science, NQF Level 8.

Bachelor of Administration Honours in Industrial Psychology, NQF Level 8.

Bachelor of Commerce Honours in Industrial Psychology, NQF Level 8.

Diagonal Articulation:

Higher Occupational Certificate: Social Auxiliary Worker, NQF Level 5.

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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