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 isiSwati

SAQA QUAL ID	QUALIFICATION TITLE
118407	Bachelor of Arts Honours in isiSwati
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 04 - Communication Studies and Language		Language
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	2021-11-18	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:
Language is one of the pivotal tools to effect transformation and is grounded in a critical and reflexive understanding of the research process which unveils the political nature and the dynamics of the process of knowledge production, circulation and distribution and the hegemonic positioning relating to language, colonialism, racism, and sexism which affect and influence this process (Kaschula, 2014:1). It alerts prospective learners to the responsibilities they accept as language researchers to take on the difficult work of addressing social and linguistic inequalities and of claiming language rights for South African indigenous languages, such as isiSwati.

The qualification serves to consolidate and deepen the learner's expertise in a particular discipline, and to develop research capacity in the methodology and techniques of the discipline. The qualification demands a high level of theoretical engagement and intellectual independence (HEQSF 2013, p 35). It prepares learners for research-based postgraduate study. It is designed to initiate the incumbent into the dynamics of language, which includes emotional tensions, ethical dilemmas and transformative possibilities. It builds a solid foundation in aspects of language study and linguistics, namely:

Phonology and phonetics.

Morphology and syntax.

Semantic and sociolinguistics.

Literature.

Language planning and development for future careers.

After completing the qualification, qualifying learners will be able to:

Act responsibly, ethically and with integrity and use research critically and reflexively to address concerns of social and linguistic inequality and to advance the cause of language rights ever aware of the risks of replicating the colonization agenda.

Conduct research into spoken languages with the view of reducing these to writing and in undertaking such work, navigate the dynamics governing the preservation and conservation of dialects and assess decisions relating to standardization and make determinations relating to the use of orthography.

Promote the use of the language in professional multilingual contexts, relating to values, ideologies, attitudes, social identities and relationships.

Develop strategies to bolster the development of the isiSwati language and to establish its democratic place as an official language of South Africa.

Construct, interpret and analyse spoken and written discourses in the language in institutional and organisational domains, for both internal and external communication.

Relate professional discourse practices in the language to broader issues concerning language and society in the implementation of multilingual language policy.

Identify and analyse problems relevant to the development and sustainability of multilingual language policy in institutional and organisational contexts, for the creation of a culture, sensitive to discourse practices in African languages.

Translate texts from other languages the understanding of whose content is seen as beneficial for the purposes analysis and understanding of philosophical, historical socio-economical and concepts for purposes of explication to the layperson and general masses of non-English speakers which will involve them in acts of analysis of undermining and oppressive situations.

Rationale:
IsiSwati is one of the eleven official languages in South Africa. There is a need to develop African languages to promote their use in a multilingual context and educational institutions. The qualification aims to contribute towards the development of the isiSwati language for enhancing the language as a medium of teaching and learning at the school, tertiary institutions and professional work context. The qualification will therefore lay a solid theoretical foundation for learners who will proceed to do a Master's Degree to provide a basis for the crafting of an informed and transformative research agenda.

The General Assembly of the United Nations with UNESCO proclaimed the International Year of Indigenous Languages as the lead UN agency for the Year in 2019. The purpose of the initiative is to raise awareness of the critical risks these languages face and their value as vehicles of culture, knowledge systems and ways of life. Not least, indigenous languages play a crucial role in enabling their communities to take their destiny in hand and participate in their countries' economic, cultural and political life. The qualification will enable learners to deepen their knowledge of the isiSwati language, literature and culture. Learners will be able to develop creativity and critical thinking in the teaching and learning of isiSwati. Principles learnt will assist learners to progress in their studies and equip themselves in researching the field of African Languages and be able to compete with peers nationally and internationally.

Giroux's notion of teachers as transformative intellectuals is instructive here; by this, he means that teachers "understand the nature of their own self-formation, and have a future, see the importance of education as a public discourse, and have some sense of mission in providing learners which they need to become critical citizens". Giroux argues that, "education, in the broadest sense, is a principal feature of politics because it provides the capacities, knowledge, skills, and social relations through which individuals recognize themselves as social and political agents" (Giroux, 2004, p. 115). It is for this reason that everyone should have access to education, in all its facets, preferably, through one's own preferred language. Indigenous languages have a role to play in ensuring this and in nurturing transformative intellectuals who will, in turn, provide learners with what they need to become critical citizens.

Therefore, the qualification seeks to empower prospective isiSwati teachers in the language studies tradition in a way that allows them to view their work as:

Advancing the agenda of social transformation in collaboration with other disciplines.

Developing language planning and development professionals who work in language centres and institutes with the expertise required of them to successfully perform their work.

Preparing prospective Higher Education language personnel to lead the work of the development and intellectualization of indigenous languages.

Preparing and educating personnel who will work in the context of partnerships to provide content for the media, cultural and entertainment industries.

Qualifying learners will follow one of the following careers:

Language specialists and/or researchers to guide the development of indigenous languages and language planning relating to the preservation and conservation of languages.

Teachers and/or Lecturers who will teach isiSwati language and literature in educational institutions.

Translators and/or Interpreters.

Curriculum specialists.

Media Language specialists who will collaborate with experts in other genres to provide content in the form of scripts for the entertainment industry theatrical performances and the screen, as well as for promoting popular culture.

Editors.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Recognition of Prior Learning (RPL) is central to the notion of life-long learning and, by providing alternative access to higher education, will play a role in redress of 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 National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019) indicate that there are two types of RPL, namely:

RPL for access:

RPL in this qualification is applied to provide alternative route/s into the qualification.

Learners who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning will go through the RPL process.

Advanced standing may be granted.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

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

Bachelor of Arts, NQF Level 7 with isiSwati as a major and achieved an average of 60% or above.

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, 75 Credits:

Research Methodology, 15 Credits.

Research Report, 30 Credits.

Phonetics and Phonology, 15 Credits.

Morphology and Syntax, 15 Credits.

Elective Modules, Level 8, 45 Credits (Select three modules):

Translation, Interpretation and Lexicography, 15 Credits.

Language History Planning and Policy, 15 Credits.

Modern Literature, 15 Credits.

Traditional Literature, 15 Credits.

Semantics and Sociolinguistics, 15 Credits.

EXIT LEVEL OUTCOMES

1. Effectively use knowledge of the philosophy of science and the philosophy of research to various research paradigms, choose (the) appropriate research paradigm(s), and understand the implications thereof.
2. Demonstrate advanced theoretical knowledge and conceptions of Swati language in the different sciences and how language influences the research endeavour.
3. Analyse the role as mediators in maintaining the flow of certain knowledge across English speaking networks as a dominant language and the contribution in perpetuating inequality in education and the reproduction of the division of labour.
4. Adopt an anti-colonial stance that involves more than a cosmetic sprinkling of anticolonial concepts but a critical and reflexive engagement in research with citizens and social movements across spaces inside and outside academia.
5. Conduct research into spoken languages with the view of reducing the writing and navigating the dynamics governing the preservation and conservation of dialects and assess decisions relating to standardization and make determinations relating to the use of orthography.
6. Translate texts from other languages, the understanding of whose content is seen as beneficial for analysis and understanding of philosophical, historical, socio-economical, and concepts for purposes of explication to the layperson and general masses of non-English speakers which will involve them in acts of analysis of undermining and oppressive situations.
7. Use insights to understand the colonial influence on the lived experience of the colonised and the cultural politics of the English language and its role in undermining the indigenous languages of the formerly colonised people.
8. Promote the deployment of diversity in general and linguistic diversity and multilingualism in particular to combat social and linguistic inequality.
9. Develop strategies to bolster the development of Siswati as the language of the people and establish its democratic place as an official language of South Africa.
10. Explore the normative nature of constitutional arrangements to achieve a spirit of non-surrender in relation to ensuring and claiming indigenous language rights.
11. Evaluate the implication of monolingualism and its impact on the marginalized masses and promote multilingualism in all its facets and all interaction, and expose both its limitations and its marginalising effects for non-speakers of the dominant language.
12. Act responsibly, ethically and with integrity and use research critically and reflexively to address concerns of social and linguistic inequality and to advance the cause of language rights ever aware of the risks of replicating the colonisation agenda.
13. Plan and manage time to develop oneself as a principled, self-disciplined, lifelong and self-directed learner, capable of applying critical and self-reflexive manner strategies which effectively address his or her professional and ongoing learning needs and the professional and ongoing learning needs of others and in a manner which enables him/her to take full responsibility for his or her work, decision-making and use of resources, and full accountability for the decisions and actions of others where appropriate.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Engage in debates at the forefront of a field, discipline or practice to demonstrate an understanding of the theories, concepts and associated constructs and their relationship to the topic under discussion.

Defend the paradigmatic choices to research methodologies, methods and data gathering techniques. Reflect on the politics of knowledge production and distribution relating to which they affect and influence this process.

Craft a research agenda that addresses the intersection of language, colonialism, racism, and sexism and engage in research characterized by critical self-reflexivity.

Select appropriate research methodologies for pragmatic investigation or analysis of a research problem.

Analyse the politics of publishing the methodologies and the modes of knowledge production and distribution reflected in research funding policies and the hegemonic positioning.

Investigate the usefulness of the research results in providing policy recommendations and in influencing practice and the process of production and distribution of knowledge.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate a comprehensive, integrated knowledge of theoretical approaches to language understanding.

Evaluate theory and its conceptions in the various sciences and especially the social sciences to guide the research endeavour.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate critical reflexivity to ensure vigilance against replicating the colonisation agenda as a result of institutional and other identities which result in modes of knowledge production and distribution which silence the very voices of the marginalised.

Associated Assessment Criteria for Exit Level Outcome 4:

Collaborate with groups outside academia citizens, social movement and activists in a critically reflexive manner.

Draw on the coexisting and conflicting colonial knowledge to promote the anticolonial cause.

Associated Assessment Criteria for Exit Level Outcome 5:

Conduct research into aspects of the language and literature that reflects the dynamics governing the preservation and conservation of dialects.

Evaluate and critique current research on the language and Policy and Planning around it.

Assess decisions relating to standardisation which leads to determinations relating to the use of orthographic types.

Associated Assessment Criteria for Exit Level Outcome 6:

Translate texts from English to isiSwati language and vice versa to include previously marginalised speakers in debates about issues that affect them (to give them a voice) in a manner that ensures they can effectively influence decisions relating to their lives and to ensure their continuing education.

Display the knowledge of translation, interpreting and editing.

Associated Assessment Criteria for Exit Level Outcome 7:

Analyse the colonial influence on the lived experience of the colonised and the cultural politics of the English language.

Examine the impact of undermining the indigenous languages of the formerly colonised people by involving the very people whose voices they claim to represent in shaping a decolonisation agenda.

Associated Assessment Criteria for Exit Level Outcome 8:

Critically reflect on the promotion of diversity in general and linguistic diversity and multilingualism as a societal good both substantively and procedurally.

Associated Assessment Criteria for Exit Level Outcome 9:

Draw on the constitutional arrangements and other legislation to promote Siswati as the official language in South Africa.

Identify gaps and shortcomings in such legislative instruments which threaten to undermine the democratic place of the SiSwati language.

Associated Assessment Criteria for Exit Level Outcome 10:

Apply the normative nature of constitutional arrangements to promote indigenous language rights.

Demonstrate a principled understanding of how the promotion of the use of the language is important in professional multilingual contexts, relating to values, ideologies, attitudes, social identities and relationships.

Associated Assessment Criteria for Exit Level Outcome 11:

Analyse the role that monolingualism (and especially the use of English as the dominant language) played in the underdevelopment of indigenous languages.

Associated Assessment Criteria for Exit Level Outcome 12:

Critically evaluate ethics and practices related to the language of isiSwati.

Demonstrate critical reflexivity to ensure vigilance against the possibility of replicating the colonisation agenda through modes of knowledge production and distribution.

Associated Assessment Criteria for Exit Level Outcome 13:

Demonstrate competency as effective learners who understand the need for life-long learning for personal development.

Explore the value of self-reflexivity, collaboration and accountability.

INTERNATIONAL COMPARABILITY

On the international front, indigenous languages occupy a prominent position in University curricula as both a site of struggle against social and linguistic inequality. Struggles characterising efforts for language planning and development targeting both the development and intellectualisation of such indigenous languages in South Africa are captured by the words of Neville Alexander: English Unassailable but Unattainable: The Dilemma of Language Policy in South African Education. The international comparison allows us to draw lessons from colleagues across our borders to guide our efforts and inform our practice relating to how they have dealt with vexing problems, in this case, the language problem.

The following are examples of Indigenous Honours Qualifications internationally who have either heeded the proclamation by the General Assembly of the United Nations (UN) with UNESCO as the lead UN agency for the year or preceded it, and whose initiatives have been supported by the respective governments through enabling policies.

The qualification was compared against the following international qualifications. The focus was on the purpose and the structure of the qualifications.

Country: Canada
Institution: First Nations University of Canada
Qualification Title: Indian Languages and Linguistics Programs
Faculty: Department of Indigenous Languages, Arts and Cultures
Degree: Bachelor Honours
Field of Study:

Aboriginal Languages.

Literature.

Linguistics.
Purpose:
The purpose of the qualification is to strengthen the identity by ensuring the survival of the languages of Saskatchewan's First Nations. The qualification instils in learners a sense of pride in the knowledge and use of Indigenous languages.

Qualification structure:
Introductory courses include language lab activities. Some courses are also available for online delivery. A minor within Arts or Education for any of the five languages (Cree, Dakota, Dene, Nakota and Saulteaux) can also be obtained. Language courses explore conversational fluency, structure, writing systems, literature, principles of translation, and oral traditions. Linguistics provides the tools to study and talk about language as part of a comprehensive program designed to assist learners in following their passion.

Comparison:
The qualification includes a small research component and as such shares much in common with the proposed qualification. Furthermore, this qualification is similar to the proposed qualification in terms of duration, content and purpose.

Country: Australia
Institution: The Australian National University
Qualification Title: Bachelor of Languages Honours
Duration: one year
Qualification structure:
This is a research-based qualification and includes both research methods and practices and theoretical concepts of language studies. The outcomes are research-based and learners will be able to pose a significant research question relating to an indigenous language and complete the research project and communicate the results. It is a one-year qualification that shares similar entrance requirements to the proposed qualification and is at the equivalent exit level. It differs in that the focus on research is greater than the proposed qualification.

Country: New Zealand
Institution: University of Auckland
Qualification title: Bachelor of Arts Honours in Languages and Linguistics
Duration: One year
Qualification structure:
The qualification is designed such that learners may pursue their studies in a number of languages including Maori.
The qualification includes the following modules:

Asian Studies.

Cook Islands Maori.

Development Studies.

Linguistics.

Latin American Studies.

Maori Studies.

Pacific Studies

Samoan.

Tongan.
The structure is similar and the curriculum includes a small research project (30 - 45 credits of 120) and advanced language courses for the remainder of the credits. The Honours degree prepares learners to continue with a Master's Degree as well as prepares them for a range of careers that are similar to those of the proposed qualification.

Country: United States of America
Institution: The University of Minnesota
Qualification title: Bachelor of Arts in American Indian Studies
Duration: Four years
Qualification structure:
The qualification includes a language track in Ojibwe which is an indigenous language of Minnesota. The final year of the qualification is equivalent to the proposed qualification and allows graduates to continue to postgraduate studies. The final year includes a small research project and advanced modules in language and linguistics. Both qualifications prepare graduates for postgraduate Master's studies.

Country: Botswana
Institution: The University of Botswana
Qualification Title: Bachelor of Arts in African Language and Literature
Duration: Four years
Qualification structure:
The qualification consists of the following modules:

Oral poetry.

Creative writing.

Comparative linguistics.

sociolinguistics

Setswana writing.

Research project.
The qualification is equivalent to the proposed qualification in that learners complete a small research project and take a research methodology module in the fourth year. Both qualifications prepare graduates to continue into a research-based Master's Degree.

Comparison:
Internationally, no university offers Honour's Degree in IsiSwati because it is a South African Language. However, universities internationally offer Honour's Degrees in Foreign Languages or an African Language. In some of these qualifications, Literature and Linguistics are separated but they offer similar components such as:

Morphology.

Syntax.

Lexicography.

Socio-linguistics.

Translation.

Interpreting.

Conclusion:
The proposed qualification compares favourably with the major international institutions that offer indigenous qualifications. It shares a similar purpose, graduate attributes and/or outcomes and topics. Whether it is a standalone Honours Degree or the four years Bachelor's Degree, there are shared features including training for research in a research methodology module, a small research project, and then a set of theory modules that explore, at an advanced level, language and linguistics of the particular language. In all cases, they prepare graduates for further postgraduate studies and also for employment in a variety of governmental and non-governmental organisations.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation:

Bachelor of Arts Honours in Languages, NQF Level 8.

Postgraduate Diploma in Languages, NQF Level 8.

Vertical Articulation:

Master of Arts, 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