SAQA

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.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Arts Honours in Sociology

SAQA QUAL ID	QUALIFICATION TITLE
118144	Bachelor of Arts Honours in Sociology
ORIGINATOR
University of Mpumalanga
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 07 - Human and Social Studies		General Social Science
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	2021-03-25	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 main purpose of the Bachelor of Arts Honours in Sociology is to provide qualifying learners with appropriate competencies (skills, knowledge and attitude) to contribute competently in the field of Sociology. The learners will apply sociological theories and methodologies and contribute to the current debates in the field of Sociology in the context of South Africa and internationally and plan, design and execute research using the relevant methodology and report on the findings and thus contribute to the generation of new knowledge that may be used to address pressing issues.

Rationale:
In the past years, several national priorities and goals have been identified in a range of Government reports (10-year Innovation Plan (2007), New Growth Path (2010), National Development Plan (2011), and National Skills Development Strategy III (2012) that provide direction to the institution vision. These include improving the extent and quality of health and other social services; providing improved education and training services and opportunities; strengthening rural development, environmental management, food provision and food security, and advancing land reform; advancing entrepreneurship, economic growth and investment, and accelerating job creation; and strengthening democracy and social equality, improving governance and public accountability, advancing personal and social security coupled to decreasing levels of criminal activity and corruption.

The socio-economic development challenges encountered by the Province are of the utmost importance to the institution in shaping its future direction and strategy. These include building on the comparative advantage of the Province in the fields of agriculture, mining, conservation and services such as tourism, to achieve socio-economic goals linked to national goals and priorities; embarking on concerted strategies and plans to improve employment rates in the Province, focusing on youth unemployment; improving the health and general well-being of inhabitants of the Province, and further afield, through expanded and improved education and training opportunities, supporting enhanced delivery of health and other social services, and the improved functioning of local authorities and concomitant service delivery.

Qualifying learners will be able to work and contribute in many varied facets of the job market and all areas dealing with people. Given the breadth, adaptability, and utility of studying sociology, employment opportunities abound for qualifying learners. For example, the reports discussed above talk of strengthening democracy and social equality, gender inequality, youth unemployment and general well-being and these are just a few of the areas in which sociologists work and study.

Qualifying learners will work in a wide and diverse range of fields including for National and Provincial Governments and the Private sector, and be in a position to work for themselves or others as consultants. The typical learning pathway will be the First Degree - Honours - Master's - Doctorate pathway.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL will be applied in line with the institution policy on the Recognition of Prior Learning and Credit Accumulation and Transfer. This policy is aligned with the National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019).

The institution will use the Recognition of Prior Learning (RPL) as important tools to widen access with success, achieve inclusion and overcome barriers to access in higher education. RPL will play important roles in promoting lifelong learning and in redressing inequities by providing alternative routes into higher education.

RPL is central to the notion of life-long learning and, by providing alternative access to higher education, will play a role in redress past inequities. RPL is the process through which informal learning is measured, evaluated and translated into perceived formal equivalents for recognition across different contexts. The goal of RPL is the facilitation of alternative access and admission to higher education or progression within a qualification. The RPL applicable to this qualification is for access and RPL for credit.

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

Bachelor of Arts in Sociology, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 105 Credits:

Contemporary Sociological Theory, 15 Credits.

Research Methodology, 15 Credits.

Sociology of Rural Development, 15 Credits.

Social Institutions and Change, 15 Credits.

Gender and Development, 15 Credits.

Research (mini-thesis), 30 Credits.

Elective Modules, Level 8, 15 Credits (Select One Module):

Population Dynamics and Environmental Issues, 15 Credits.

Race, Ethnicity and Identity, 15 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the acquisition of advanced knowledge and an understanding of current conceptual, theoretical and methodological approaches in Sociology.
2. Critically assess, and evaluate information and apply knowledge and understanding of sociology to constructively contribute to solutions to specific social problems in the South African context by taking into consideration the intersections of race, ethnicity, class and gender.
3. Formulate judgements with incomplete or limited information, and reflect on social and ethical responsibilities linked to the application of knowledge in a context of urban and rural development.
4. Undertake independent and original research in Sociology, from the identification of a research question to the completion of a research report.
5. Communicate and share conclusions and views, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously using appropriate discourse, suitable audiovisual tools and technology, as well as appropriate referencing conventions.
6. Manage own learning and demonstrate the attributes of learning-driven and self-directed learners.
7. Work in a group as a member or leader, and take full responsibility for own work and, where applicable, that of other learners, as well as accountability for her/his actions and where necessary, those of other learners.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Discuss concepts, theories and methods in Sociology in detail regarding current literature.

Integrate and use knowledge from the major disciplines within sociology to sustain and support an argument.

Discuss current and contemporary issues in Sociology concerning relevant concepts, theories and methodological approaches.

Associated Assessment Criteria for Exit Level Outcome 2:

Acknowledge and incorporate the provisional nature of knowledge into written work.

Apply fundamental and specialist knowledge through knowledge and skills of sociological methods and thinking, in familiar and unfamiliar contexts, to address current problems of race, ethnicity, class and gender.

Evaluate and use the latest advances in the discipline to support recommendations.

Associated Assessment Criteria for Exit Level Outcome 3:

Manage uncertainty, incomplete data and limited information in the problem-solving process.

Reflect on social and ethical issues and include in all recommendations and proposed solutions to problems.

Evaluate ethical considerations as part of the research process.

Associated Assessment Criteria for Exit Level Outcome 4:

Decide and describe the project question and scope.

Analyse and produce a comprehensive literature review that draws information from a range of primary sources, and critically evaluates that information.

Draw a comprehensive and achievable project plan which adheres to the required format.

Choose appropriate methods and justify them.

Consider and address ethical issues.

Collect and analyse data or information following the project proposal and plan.

Interpret data and integrate it into the existing body of knowledge.

Support recommendations proposed by the data and ensure they are formulated.

Produce the research report (mini-thesis) that adheres to the provided guidelines and includes no plagiarism.

Display ability to work independently through reflective journal entries and meetings with the supervisor.

Associated Assessment Criteria for Exit Level Outcome 5:

Communicate the results from the research project to both professional and community audiences using appropriate language and technology.

Communicate the concepts, ideas and theories.

Produce engaging and clear presentations that are completed within the given time.

Write a well-structured research report that uses appropriate language and presented in the approved style and adheres to norms for scientific writing in Sociology.

Associated Assessment Criteria for Exit Level Outcome 6:

Evaluate learning strategies and adopt appropriate ones as evidenced in the reflection journals and tutorials.

Seek feedback, engage with it positively and use it constructively to improve work.

Meet deadlines and submit all assignments at the required standard, through the successful management of learning.

Associated Assessment Criteria for Exit Level Outcome 7:

Agree on group objectives and own responsibilities for a given task.

Identify, evaluate and implement strategies to meet objectives and responsibilities.

Meet deadlines for group work and submit work at the required standard.

Integrated Assessment:
Assessment of learning in the qualification has been standardised as far as is possible within the theory modules and is both formative and summative.

For formative assessment, learners will be provided with four assignments per module and the feedback will be used by the learners to improve their learning. In this developmental approach to assessment, assessment tasks will be provided regularly and will be closely aligned with the learning outcomes of each module; comprehensive feedback is provided to help learners learn, and opportunities are provided for learners to demonstrate that their learning has developed or progressed. Through this, learners are empowered in the assessment process and are assisted to monitor their learning.

For the summative assessment, the extent to which learners have achieved the outcomes will be assessed at the end of each module in a single formal examination.

In the Research Project module, assessment is again formative and summative. The formative assessment takes the form of four assignments and the summative assessment is the written project report.

For each module, the final module mark is the weighted average of Formative Assessment 60% and Summative Assessments 40%. The learners must pass each module with a final mark of 50% or greater. The single final mark for the qualification as a whole is calculated as the weighted average of the module marks where the weighting is based on the number of credits for each module.

INTERNATIONAL COMPARABILITY

This qualification compares favourably to similar international qualifications.

Country: United Kingdom
Institution: University of Kent, Brighton and of Westminster.
Qualification Title: Bachelor of Arts Honours in Sociology.
These three institutions offer a Bachelor of Arts Honours in Sociology. These are three-year full-time qualifications and it is the final year that is equivalent to the South African qualification. In these qualifications, the final year includes some independent research and a range of theory modules, some of which are similar to those in the South African qualification.

Country: Scotland
Institution: University of Stirling.
Qualification Title: Bachelor of Arts Honours in Sociology and Social Policy.
The qualification includes a dissertation in year 3. Modules include Ageing, Society and Social Policy; Contemporary Social Issues in Practice; Co-operation and Society; Disability and Society; Drugs, Crime and Society; Gender, Work and Welfare; Health and Society; Housing Policy; Poverty, Income and Wealth; Race and Ethnicity Social Stratification; Social Network Analysis; Sociology of Childhood; Sociology of Development; Sociology of Youth; Urban Society; Work, Class and Society which has similar content with the South African qualification.

Country: Australia
Institution: Adelaide University.
Qualification Title: Bachelor of Sociology Honours Degree.
This is a one-year qualification that builds on the undergraduate degree and adds a research project. Adelaide University offers Research Methodology and Sociological Theories and the research Project as compulsory modules. The Ethnic Conflict module is similar in content to Sociology of Race, Ethnicity and Identity.

Country:
Institution: Murdoch University.
Qualification Title: Bachelor of Arts Honours in Sociology.
This is a one-year, full-time qualification that includes an intense research project and a range of modules some of which are similar to those in the South African qualification.

Country: Canada
Institution: McGill University.
Qualification Title: Bachelor of Arts Honours in Sociology.
This institution offers Sociological Theories and Research, Sociological Research Design and Practice, Sociology of Population, Sex and Gender. Gender and Development and includes independent reading and research project.

Country: Canada
Institution: Kings University.
Qualification: Bachelor of Arts.
This institution offers Sociology as a major subject in a 4-year Bachelor of Arts which exits at the same level as the South African qualification. In the third and fourth years, modules include issues of Gender, Race and Ethnic diversity, Sociology and the Environment, Classical Sociological Theory, Contemporary Sociological Theory, Sociology of Development and are similar to some of those included at the South African qualification.

In summary, the majority of universities and qualifications that were examined include a research project and research methodology as compulsory modules. The range of theory modules is informed by the context of the institution and in many cases, at least some of the modules are similar to those in the South African qualification.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Bachelor of Social Science Honours, NQF Level 8.

Postgraduate Diploma in Sociology, NQF Level 8.

Vertical Articulation:

Master of Arts in Sociology, 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.

NONE