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 Science in Forestry 
SAQA QUAL ID QUALIFICATION TITLE
119968  Bachelor of Science in Forestry 
ORIGINATOR
University of Mpumalanga 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 01 - Agriculture and Nature Conservation  Forestry and Wood Technology 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 1212/22  2022-11-22  2025-11-22 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-11-22   2032-11-22  

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 Science in Forestry qualification has been designed to develop professionals and specialists with sound knowledge and technical skills required to work in the Forestry sector. The curriculum is structured across five learning areas, each of which provides grounding in areas critical to sustainable forest production within a forestry systems framework. Thus, the qualification focuses on such key areas as Forest Biometrics and Remote Sensing; Forest Soils; Forest Biology; Silviculture; Forest Economics or Entrepreneurship and Management; Forestry Ecology, Conservation, and Wood Science.

The qualification also includes the development of broader competencies such as leadership, writing and communication, the use of technology innovation as part of their learning tools, problem-solving, honesty and integrity. It will contribute towards increasing the qualification and skill base of learners from which lecturers, trainers, researchers, and other forestry-related professionals can be selected.

Upon completion of this qualification, qualifying learners will be able to:
  • Demonstrate detailed knowledge and understanding of key terms, concepts, principles, insights and issues in forestry, forest management and conservation, including the basic science that underpins forestry.
  • Address complex and multidisciplinary problems in forest and forest plantation management and conservation.
  • Demonstrate a clear and holistic understanding of the complexity of forest ecotypes and the complex interactions between the biotic and abiotic components inherent in them.
  • Analyse data to address forest management problems and forestry research.
  • Apply advanced technical competencies and skills to optimize forestry production by designing, implementing, integrating, and managing forestry programmes and projects.
  • Solve a range of problems in forestry, identify suitable methods for data collection, justify those methods, investigate the sources of and validate the data, and evaluate its suitability for building, sustaining, and defending arguments in forestry.
  • Deal with complex biological and socio-economic problems in familiar and unfamiliar forestry settings, identify solutions and evaluate those solutions in the light of the understanding that problem-solving is context-bound and does not happen in isolation.
  • Undertake independent research in forestry, analyse and synthesise information to make recommendations to address issues and solve problems relating to forestry.
  • Communicate own ideas in writing and verbally, to both lay and scientific audiences using logically structured argumentation, appropriate academic language, suitable audio-visual tools, and technology, as well as appropriate referencing conventions.
  • Manage learning and demonstrate the attributes of learning-driven and self-directed learners.
  • Work in a group as a member or leader, and take full responsibility for own work and, where applicable, that of fellow learners, as well as accountability for personal actions and where necessary.
  • Work efficiently, effectively, and safely and adhere to all standard requirements in a forestry workplace setting.

    Rationale:
    The Mpumalanga Provincial Economic Review and Outlook for 2012/13 recommends that the province builds on its comparative advantage in agriculture and forestry, and the Mpumalanga Provincial Growth and Development Strategy (PGDS) prioritises food security, environmental sustainability and tourism, and natural resource conservation. The drive to introduce this qualification at the Institution is a driven need with over 22% of South Africa's forestry and timber logging activities and projects residing in Mpumalanga; and 40% of the country's forestry income. Forest plantations in the province cover a total land area of over 510 000 ha while the province also houses the continent's largest pulp and paper mill at Ngodwana. Available documented evidence suggests that the forestry sector in the province has the capacity to create over 24 000 direct jobs and a further 146 300 indirect job opportunities. This would be of huge benefit that is currently not fully exploited due to the skills shortage in the Forestry value chain. The forestry industry, therefore, has the potential for transformation given the many economic and social ills in Mpumalanga.

    This qualification is designed to supply the forestry industry with skilled learners with a deep understanding of increased production and sustainable forestry production who will support the Provincial Growth and Development Strategy and thereby contribute to developing the forestry and timber sector as a driver of economic activity and diversification.

    The qualification was developed after extensive internal and external consultations, a benchmarking exercise, and a needs analysis; and is aligned with the 2022 Institution's projected enrolment plan. Hence, it is part of the Institution's response to addressing the forestry skill gaps through training of high-level human capital that will positively contribute to the Government's developmental and transformational agenda through such initiatives as land reform and redistribution, forestry and timber activities and Green Economy projects. It will produce a new generation of young employees with sound theoretical, scientific, and practical knowledge and skill to work within the various forestry value chain sectors.

    Learners will work with community forestry and agro-forestry platforms; conservation and ecotourism; training, research and extension and planning in government departments and Non-profit Organisations (NGOs) Management of operations in private and commercial forestry plantations and/or wood processing industries. 
    		•

    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 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 from 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's degree studies.
    Or
  • National Certificate Vocational (NCV), NQF Level 4 granting access to Bachelor's degree studies.
    Or
  • Senior Certificate (SC), NQF Level 4, with endorsement.
    Or
  • Diploma in Forestry, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 498 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Mathematics,15 Credits.
  • Biology, 15 Credits.
  • Chemistry, 15 Credits.
  • Economics, 12 Credits.
  • Introductory Physics for Biological Sciences, 15 Credits.
  • Chemistry, 15 Credits.
  • Biology, 15 Credits.
  • End-user computing, 6 Credits.
  • Economics, 12 Credits.

    Compulsory Modules, Level 6, 128 Credits:
  • Introduction to Forestry Science, 12 Credits.
  • Introduction to Genetics, 12 Credits.
  • Soil Science and Soil Health, 12 Credits.
  • Anatomy and Physiology of Trees, 12 Credits.
  • Introduction to Forestry Operations and Engineering, 12 Credits.
  • Basic Statistics, 12 Credits.
  • Introduction to Entrepreneurship skills in Forestry, 8 Credits.
  • Agroforestry Systems and Practices, 12 Credits.
  • Wood Technology, 12 Credits.
  • The management of Planted Forests, 12 Credits.
  • Wood Chemistry and Physics, 12 Credits.

    Compulsory Modules, Level 7, 120 Credits:
  • Forest Health and Protection, 12 Credits.
  • Nursery Production and Management, 12 Credits.
  • Wood and Timber Science, 12 Credits.
  • Saw Milling and Forest Product Development & Utilization, 12 Credits.
  • Silviculture: Principles, Theory & Practices, 12 Credits.
  • Soil Conservation and Land Use Planning, 12 Credits.
  • Forest Economics, 12 Credits.
  • Forest Policy, Law, Planning and Administration, 6 Credits.
  • Forestry Extension Methods: Principles and Theory, 6 Credits.
  • Biometry and Research Methodology, 12 Credits.
  • Applied GIS and Remote Sensing in Forestry, 12 Credits.

    Compulsory Modules, Level 8, 130 Credits:
  • Forestry Research Report, 30 Credits.
  • Work Integrated Learning, WIL, 50 Credits.
  • Advanced Methods in Forest Assessment, 10 Credits.
  • Advanced Studies in Timber harvesting and Marketing, 10 Credits.
  • Forest Genetics and Tree Improvement, 10 Credits.
  • Forestry Engineering and Infographics, 10 Credits.
  • Advanced Studies in Forest Ecology, Management, Restoration and Rehabilitation, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate detailed knowledge and understanding of key terms, concepts, principles, insights and issues in forestry, forest management and conservation, including the basic science that underpins forestry.
    2. Address complex and multidisciplinary problems in forest and forest plantation management and conservation.
    3. Demonstrate a clear and holistic understanding of the complexity of forest ecotypes and the complex interactions between the biotic and abiotic components inherent in them.
    4. Apply a full understanding of ethics in all assignments and always behave ethically.
    5. Apply advanced technical competencies and skills to optimise forestry production by designing, implementing, integrating, and managing forestry programmes and projects.
    6. Demonstrate an ability to deal with complex biological and socio-economic problems in familiar and unfamiliar forestry settings.
    7. Undertake independent research in forestry, analyse and synthesised information to make recommendations to address issues and solve problems relating to forestry.
    8. Communicate own ideas in writing and verbally, to both lay and scientific audiences using logically structured argumentation, appropriate academic language, suitable audio-visual tools, and technology, as well as appropriate referencing conventions.
    9. Work efficiently, effectively, and safely and adhere to all standard requirements in a forestry workplace setting. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Critically review relevant theories, principles, procedures, practices, research methodologies, methods, and techniques used to support the development of convincing arguments and positions in assignments, research reports and examinations.
  • Inform critical discussion of current issues in forestry by an advanced understanding of supported reference to current literature, and case studies and draws on examples from around the world with an emphasis on Africa.
  • Support discussion of specialised aspects of forestry with a sound understanding of the basic sciences.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify and address problems in forest management through the application of advanced knowledge.
  • Identify and discuss issues at the nexus of commercial forestry and conservation.
  • Identify and evaluate the possibilities and opportunities for sustainable use of forest resources.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify forest ecotypes.
  • Analyse and fully discuss the nature of the interactions between biotic and abiotic factors in forests with reference to examples from South Africa.
  • Discuss the likely implications of changes in either biotic or abiotic factors, such as climate change correctly identified and evaluated and the implications for forestry in South Africa.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Correctly identify given case studies, ethical issues and appropriate solutions proposed.
  • During the period of Work-Integrated Learning, behaviour is always ethical and professional.
  • Submit assignments that show evidence of no plagiarism.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply advanced techniques including but not limited to Geographic Information System (GIS) and satellite imaging to propose ways in which forestry operations may be optimised.
  • Apply Modern quantitative methods of forestry assessment.
  • Analyse data to address forest management problems and forestry research.
  • Evaluate research paradigms used in forestry research and the application.
  • Apply routine and specialised methods used in forestry research.
  • Consider in familiar and unfamiliar examples, a range of approaches to data collection and an appropriate method recommended.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Correctly identify complex biological and socio-economic problems.
  • Propose solutions based on a full understanding of the relevant knowledge and best practices.
  • Correctly identify all possible consequences of a proposed solution and mitigating measures recommended where necessary.
  • Modify proposed solutions supported by an in-depth literature survey and when necessary to suit the specific context of the given problem.
  • Identify solutions and evaluate those solutions in the light of the understanding that problem-solving is context-bound and does not happen in isolation.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Decide and clearly present the project question and scope.
  • Use a range of information sources and demonstrates a critical evaluation of each source.
  • Use project plans that include timeframes, budgets, goals, targets, and indicators.
  • Identify appropriate methods, including statistical methods, where a range of methods are considered, and the appropriate ones are chosen.
  • Consider ethical issues, and approval is sought if necessary.
  • Use research reports in a format that is appropriate for the discipline and demonstrates no plagiarism.
  • Access, evaluate and include Information from a wide range of sources in the research paper and all assignments.
  • Review and analyse existing knowledge in forestry.
  • Manage contradictory information, alternative viewpoints considered and a balanced conclusion.
  • Publish reference to work that includes a critical assessment of the validity of the source and the work.
  • Evaluate forestry programmes and project plans and propose improvements where possible.
  • Assess a range of problems in forestry, identify suitable methods for data collection and justify those methods, investigate the sources of and validate the data, and evaluate its suitability for building, sustaining, and defending arguments in forestry.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Communicate research project results to professional and lay audiences using appropriate language and technology.
  • Communicate oral arguments in a convincing manner.
  • Communicate complex concepts, ideas, and theories clearly.
  • Use appropriate language in the research paper and all assignments which are presented in the approved style and adhere to norms for academic scientific writing.
  • Use a standard referencing style accurately and consistently in the research paper.
  • Communicate written arguments convincingly.
  • Present statistical results in the research paper.
  • Submit assignments that show evidence of no plagiarism.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Implement standard operating procedures in the work-integrated learning setting.
  • Follow the work-integrated learning setting, and instructions carefully to ensure that tasks are completed efficiently and safely.
  • Identify given case studies, instances of unsafe work practices, and the necessary changes proposed.

    INTEGRATED ASSESSMENT
    Assessment of learning in the Bachelor of Science Forestry degree has been standardised as far as possible within the theory modules between and within academic years and is both formative and summative. The nature of the assessment changes between academic years with a decreasing reliance on tests and an increasing focus on longer written assignments, case studies and mini projects from 1st to 4th year. The weighting of formative and summative assessments also changes from 1st to 4th year with an increased weighting for formative assessment in the senior years.

    Formative Assessment:
    In formative assessment, learners will be provided with a minimum of four formative assessment activities 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 closely aligned with each module's learning outcomes; 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.

    Summative Assessment:
    The summative assessment, the extent to which learners have achieved the outcomes of the theory modules will be assessed at the end of each module in a single formal examination. In the End User Computing, Research Report and WIL modules, there is no examination and assessment are continuous in the End User Computing module and summative assessment is based on the research report (oral and written) and the work-integrated learning (WIL) reports.
    The research project and period of WIL are excellent tools to integrate learning and assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with the similar qualification offered by the following international institutions.

    Country: Wales
    Institution: Bangor University (BU)
    Qualification title: Forestry Bachelor of Science (HONS)
    Duration: Three years full-time.

    Purpose
    The purpose of this qualification is to develop professionals and specialists with sound knowledge and technical skills required to work in the Forestry sector.
    This qualification provides the skills, expertise and knowledge required for sustainable management. It will prepare learners for the challenge of managing forests for the many benefits they provide, at a time of global environmental change.

    Entry requirements
    The entry requirement for the BU qualification:
  • For detailed guidance on the entry requirements for Europe and International Students, including the minimum English Language entry requirement.
    Or
  • To study for a degree, you'll be asked for a minimum of UCAS Tariff points.
    Or
  • Learners with a wide range of qualifications and backgrounds. Each application is considered individually.

    Modules:
  • Environmental data and analysis,
  • Forestry in the 21st Century
  • Applied GIS
  • Remote Sensing in Forestry
  • Forest and Woodland Management
  • Soil Science and Soil Health.
  • Environmental Management and Conservation
  • Forest and Woodland Management

    Elective Modules
  • Advanced GIS & Remote Sensing, 10 Credits.
  • Field Course: Tenerife, 20 Credits.
  • Issues in Environmental and related Science, 10 Credits.
  • Materion Cyfoes Amgylched, 10 Credits.
  • Renewable Energy, 10 Credits.
  • Water, air, and soil pollution, 20 Credits.
  • Materion Amgylcheddol, 20 Credits.
  • Environmental Policy, 10 Credits.

    Similarities:
  • The BU and SA qualifications share a similar purpose, which is to develop professionals and specialists with sound knowledge and skills required to work in the forestry sector.
  • Both the BU and SA qualifications offer similar modules such as Applied GIS and Remote Sensing in Forestry, Forest and Woodland Management and Soil Science and Soil Health.

    Difference
    The BU qualification is offered over a period of three years full-time, while the SA qualification is offered over four years full-time.

    Country: United States of America
    Institution: Virginia Technology University (VTU)
    Qualification title: Bachelor of Science in Forestry

    Modules:
  • Fire ecology and management.
  • Forest biometrics.
  • Advanced Studies in Timber Harvesting and Marketing.
  • Soil Science and Soil Health.
  • Soil management.
  • Forest harvesting.
  • Timber procurement.
  • Forest management.
  • Management of Planted Forests.
  • Accounting.
  • Business writing, and business law and ethics.

    Purpose
    Both the VTU and SA qualifications share a similar purpose and rationale which is to develop professionals and specialists with sound knowledge and technical skills required to work in the Forestry sector.
    Learners majoring in forestry are working to ensure the sustainability of one of society's most vital natural resources. These major addresses both the scientific and human elements of forest ecosystem management, and learners will learn about the life cycle and management of hundreds of tree species. Learners will graduate with a sense of stewardship and land-use ethics and be prepared to take an active role in finding new and better ways to conserve, use, and sustain the world's vital forest resources. Learners majoring in forestry take courses in the following core areas: forest science, geospatial analysis, environmental economics, and natural resources policy.

    Entry requirements.
    The VTU qualification allows learners with a minimum of a Senior Certificate obtained from high school.
    To be a first-year applicant to Virginia Tech, you must complete:
    18 units of high school coursework, including:
  • 4 units of English
  • 3 units of math (includes algebra I, geometry, and algebra II)
  • 2 units of laboratory science (chosen from biology, chemistry, or physics)
  • 2 units of social science (one must be history)
  • 3 additional academic units (foreign language is highly recommended)
  • 4 elective units
    Or
    If learners have already graduated high school and have attempted 12 or more credits at the college/university level, then they should apply as a transfer applicant. If their credits were attempted or completed in high school, they are still a first-year applicant.

    Similarities:
  • Both the VTU and SA qualifications offer compulsory modules only.
  • Both VTU and SA qualifications offer similar modules such as Advanced Studies in Timber Harvesting and Marketing, Soil Science and Soil Health and the Management of Planted Forests.
  • Both the VTU and SA qualifications allow learners with a minimum of a Senior Certificate obtained from high school. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Science in Forestry and Wood Science, NQF Level 8.
  • Postgraduate Diploma: Forestry and Wood Science, NQF Level 8.
  • Bachelor of Science in Agriculture in Forestry, NQF Level 8.

    Vertical Articulation:
  • Master of Science in Forestry, 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.
     
    1. University of Mpumalanga 


    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.