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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts in Psychology 
SAQA QUAL ID QUALIFICATION TITLE
118636  Bachelor of Arts in Psychology 
ORIGINATOR
University of South Africa 
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  General Social Science 
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  SAQA 137/22  2022-02-03  2025-02-03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-02-03   2031-02-03  

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 purpose of the Bachelor of Arts in Psychology is to enable prospective mental health professionals and researchers in psychology to prepare for a career in psychological services and/or psychological knowledge generation. The qualification aims to develop learners' understanding of the basic principles of psychology, knowledge of community functioning, understanding mental health well-being, development of psychometric assessments, the procedures for diagnosing mental health disorders, knowledge of social and societal functioning, critical understanding of the principles of scientific research related to human behaviour, emotion, development, ageing and cognition. Furthermore, the qualification emphasises the development of counselling skills within the South African context.

The qualification further aims to make learners aware of the political history of psychology and how it has contributed to the power structures that legitimised inequalities in societies. Learners are encouraged to critically consider the shift from Psychology in Africa to African Psychology and to claim Psychology as an African endeavour.

Upon completion of this qualification, qualifying learners will be able to:
  • Analyse current theories and research findings in the respective sub-disciplines in psychology.
  • Apply relevant psychological principles that determine behaviour across contexts.
  • Identify the social processes, social problems, and specific problem-solving techniques.
  • Understand the nature of ethical requirements and principles informing psychological studies and practice.
  • Interact in contexts of interrelatedness sensitively and appropriately.
  • Identify the risk factors and incidence of abnormal behaviour and the status of mental health in own communities.
  • Promote mental health in a creative and ethically responsible manner in own communities and various contexts.
  • Demonstrate knowledge of current research approaches, models, and results in psychology.

    The aim of the multidisciplinary and transdisciplinary teaching approach applied within this qualification is to develop well-rounded psychological professionals who are capable of drawing on multidisciplinary and transdisciplinary knowledge in studying human development and behaviour and providing mental health services.

    Rationale:
    The call for a higher education, which is cognizant of its social, political, economic, and historical context have become stronger in recent years with vehement demands from learners across South Africa for an education, which speaks to their lived realities. In its attempts to respond to that call, the Department of Psychology gears its focus toward training qualifications that take into account the social context in South Africa. Such a focus will not only produce qualifying learners who are better equipped to provide psychological services but also as researchers and scholars who will respond to the urgent task of contributing to indigenous and contextual, locally produced knowledge within the discipline of psychology.

    The qualification is in line with the requirements of legislative frameworks such as the Mental Health Care Act 17 of 2002, which advocates for the right to adequate healthcare that focuses on the physical, mental, and social well-being of individuals. It is the opinion of the Department of Psychology that healthcare services are only adequate when they are rooted in their social context. The qualification is recognised by the Health Professions Council of South Africa (HPCSA).

    The rationale for this qualification also fulfils the mission of the institution to be a comprehensive, open learning and distance education institution that responds to the diverse needs of society continentally. The aim is to promote innovation and reinvigorate 'graduateness' in shaping futures in the service of humanity through multiple entry and access points into programme and qualification offerings. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • 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 formal, 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 formal, 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:
  • National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor degree studies.
    or
  • National Certificate (Vocational), NQF Level 4, granting access to Bachelor degree studies.
    or
  • Senior Certificate (SC), NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6 and 7 totalling 360 Credits.

    Compulsory Modules, Level 5, 48 Credits:
  • Language Through an African Lens, 12 Credits.
  • Introduction to Psychology, 12 Credits.
  • Foundations of Sub-disciplines in Psychology, 12 Credits.
  • Introduction to Psychological Intervention Perspectives, 12 Credits.

    Elective Modules, Level 5, 72 Credits (Select 6 modules)
  • Anthropology in a Diverse World, 12 Credits.
  • Invitation to Theology, 12 Credits.
  • Introduction to Ethics, 12 Credits.
  • Introduction to Criminology: Crime, Offenders and Criminal Behaviour, 12 Credits.
  • Introduction to Criminology: Victims and Reduction of Crime, 12 Credits.
  • Introduction to Criminology: Reaction to Crime, 12 Credits.
  • Fundamentals of Communication, 12 Credits.
  • Communication Contexts and Applications, 12 Credits.
  • Introduction to Development Studies, 12 Credits.
  • Development Problems and Institutions, 12 Credits.
  • Introduction to Western Philosophy, 12 Credits.
  • Introduction to African Philosophy, 12 Credits

    Compulsory Modules, Level 6, 96 Credits
  • Personality Theories in Context, 12 Credits.
  • Child and Adolescent Development, 12 Credits.
  • Adulthood and Maturity, 12 Credits, 12 Credits.
  • Community Psychology: Building Foundations, 12 Credits.
  • HIV/Aids Care and Counselling in an African Context, 12 Credits.
  • Psychological Survey Development, 12 Credits.
  • Language Acquisition in a Natural Environment, 12 Credits.
  • Research in the Social Sciences, 12 Credits.

    Elective Modules, Level 6, 24 Credits (Select 2 modules)
  • Anthropological Theory In Practice, 12 Credits.
  • Anthropology and Health Care, 12 Credits.
  • Anthropology in an African Context, 12 Credits.
  • Ethics and Spirituality, 12 Credits.
  • Crime Risk Perspectives, 12 Credits.
  • Principles of Crime Prevention, Reduction and Control, 12 Credits.
  • Child and Youth Misbehaviour, 12 Credits.
  • Dealing with Young Offenders, 12 Credits.
  • Organisational Communication, 12 Credits.
  • Integrated Organisational Communication, 12 Credits.
  • Intercultural, Development and Health Communication, 12 Credits.
  • Media Studies: Mass Communication and Media Theory, 12 Credits.
  • Projects and Programmes as Instructions of Development, 12 Credits.
  • Community Development and the Basic Needs Approach, 12 Credits.
  • Urban Development, 12 Credits.
  • Critical Reasoning, 12 Credits.
  • Philosophy of Science, 12 Credits.
  • Writing Skills for the Communication Industry, 12 Credits.

    Compulsory Modules, Level 7, 72 Credits
  • Social Psychology, 12 Credits.
  • Abnormal Behaviour and Mental Health, 12 Credits.
  • Cognitive Psychology, 12 Credits.
  • Introduction to Statistical Inference in Psychological Research, 12 Credits.
  • Transformative Counselling Encounters, 12 Credits.
  • Community Psychology: Working for Change, 12 Credits.

    Elective Modules, Level 7, 48 Credits (Select 4 Modules)
  • Qualitative Research Methodology: The Anthropo-logical Strategy, 12 Credits.
  • Applied Anthropology: Contemporary Human Issues and the Practice of Anthropology, 12 Credits.
  • Themes in Anthropology: The Relevance of Ritual, 12 Credits.
  • Socio-Cultural Solutions to Problems of Human Adaptation, 12 Credits.
  • Sexual Ethics, 12 Credits.
  • The Explanation of Crime, 12 Credits.
  • Victimology, 12 Credits.
  • Contemporary Criminological Issues, 12 Credits.
  • Qualitative Research Methodology in Criminology, 12 Credits.
  • Marketing Communication, 12 Credits.
  • New Media Technology, 12 Credits.
  • Development Theories, 12 Credits.
  • Development Policy and Strategies, 12 Credits.
  • Development Planning, 12 Credits.
  • Empowerment and Popular Initiatives, 12 Credits.
  • Rural Development, 12 Credits, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse current theories and research findings in the respective sub-disciplines in psychology.
    2. Apply relevant psychological principles that determine behaviour across contexts.
    3. Identify the social processes, social problems, and specific problem-solving techniques.
    4. Understand the nature of ethical requirements and principles informing psychological studies and practice.
    5. Interact in contexts of interrelatedness in a sensitive and appropriate manner.
    6. Identify the risk factors and incidence of abnormal behaviour and the status of mental health in own communities.
    7. Promote mental health in a creative and ethically responsible manner in own communities and various contexts.
    8. Demonstrate knowledge of current research approaches, models, and results in psychology. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Evaluate and report recent developments within the various subfields of psychology.
  • Articulation of understanding of the main foci and tenets of recent theory and research findings.
  • Ability to consult a wide range of sources of information to gain a wider understanding and perspectives relevant to the sub disciplines of psychology.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Ability to situate relevant psychological principles that determine behaviour within a network of social contexts.
  • Explain and describe the relevant intrapsychic, interpersonal, developmental, social, community and cultural contexts.
  • Apply theoretical knowledge appropriately in line with the relevant context.
  • Apply conceptual and theoretical knowledge to real life contexts.
  • Locate the relevant theoretical concepts within specific theoretical frameworks.
  • Apply psychological theories about the human being to understand the influence of information and technological age on human development and functioning.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify social problems within different social contexts.
  • Identify the different ways in which problems can be resolved, keeping in mind the particular context and by considering various viewpoints and debates between theorists.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify the key ethical principles that underpin the discipline of psychology.
  • Describe the application of the above principles to specific therapeutic models.
  • Describe the application of the above principles to research practices.
  • Define the distinction between ethics and morals.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Engagement demonstrates sensitivity to issues of culture and diversity.
  • Engagement is appropriate to the given needs and context.
  • Reflections demonstrate an awareness of the effect of self on others, and others on self, in research, counselling and introspective contexts.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Distinguish between the criteria used to identify mental health disorders in multicultural contexts.
  • Understand the concept of mental health.
  • Understand the interplay of cultural contexts, social issues, and the manifestations of abnormal behaviour.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate a sound knowledge of primary and tertiary prevention with regard to abnormal behaviour.
  • Think critically, creatively, and contextually regarding the promotion of mental health and the implementation of prevention strategies.
  • Identify and refer individuals who manifest abnormal behaviour to relevant health centres and health practitioners.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Define key research concepts in line with the appropriate research design.
  • Evaluate research approaches and results within Psychology sub-disciplines.
  • Define and describe research designs within the discipline of psychology.
  • Understand the procedures underlying hypothesis testing.
  • Understanding of research design principles in different contexts.
  • Demonstrate a basic understanding of research design in psychology. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification compares favourably with similar international qualifications in terms of content, level outcomes and assessment criteria, degree of difficulty and notional learning time. The Bachelor of Arts in Psychology has been compared with similar qualifications in the following countries:
  • Australia (University of Southern Queensland),
  • New Zealand (University of Auckland),
  • United Kingdom (London's Global University),
  • Greece (Aristotle University of Thessaloniki),
  • United States of America (Harvard University and UCLA).

    In terms of content the above institutions focus on various fields within the discipline of psychology. These include introductory level courses within Psychology in general, Social Psychology, Cognitive Psychology, Neuro Psychology, Developmental Psychology, and Psychological Assessment, providing learners with a foundational basis of current theories within the discipline.

    The University of Auckland provides a similar training structure for Bachelor of Arts learners. The qualifications is structured over three years, and amounts to a total credit value of 360 per degree. A key difference in the South African qualification's structure is that modules comprise of 12 credit modules, whereas the University of Auckland assigns modules between 15 and 24 credits. Learners studying through the University of Auckland are required to choose the modules that make up the BA degree. Learners are required to register for a certain weight of modules within the field of Psychology, however, learners are free to choose modules from other disciplines to augment their learning experience. The structure of 'designing' your own learning experience is also proposed for the South African qualification.

    On completion of the BA in Psychology, learners can continue their studies by applying for an Honours degree in Psychology. This compares favourably with the Aristotle University of Thessaloniki, and the University of Southern Queensland.
    It compares favourably with other open learning institutions. The department undertakes an extensive review of comparable qualifications and modules to ensure that the curriculum provides a balance between seminal work in the discipline and cutting-edge developments within the discipline. This is done through the implementation of the Framework for Team Approach, continuing scholarship among teaching academics within their specialist areas through publications, conference attendance, acting as external moderators and examiners for other institutions.
    Furthermore, the department maintains an active relationship with the Health Professionals Council board of Psychology to ensure that an externally benchmarked standard of education is maintained. The department is strongly linked to the Psychological Association of South Africa through staff members who serve on the executive, council and are active members within the association. Through the association, the department is linked to international psychological associations such as the International Union of Psychological Science (IUPsyS). These associations ensure that the department and its associated qualifications are continually checked against international issues and maintain an awareness of national issues that directly impact our learners and the eventual recipients of the services of the trained mental health professionals.

    Qualifications in Psychology offered at the tertiary level in other English-speaking countries in Africa, and outside of Africa, are often much more limited in scope focussing either on Educational Psychology or Social Psychology. One example is the Undergraduate degree in Psychology provided by the Aristotle University of Thessaloniki, which focuses on Developmental and Educational Psychology, as well as Social and Clinical Psychology. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Arts in Criminology, NQF Level 7.
  • Bachelor of Arts in Anthropology, NQF Level 7.
  • Bachelor of Arts in Communication Science, NQF Level 7.
  • Bachelor of Arts in Development Studies, NQF Level 7.

    Vertical Articulation
  • Bachelor of Psychology Honours, NQF Level 8.
  • Postgraduate Diploma in Psychology, NQF Level 8. 
    		•

    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 


    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.