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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Information Science 
SAQA QUAL ID QUALIFICATION TITLE
122538  Bachelor of Information Science 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
QCTO - Quality Council for Trades and Occupations  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 04 - Communication Studies and Language  Information Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Interim 2-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0525/24  2024-07-11  2027-07-11 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-07-11   2034-07-11  

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 Information Science qualification is to equip learners with appropriate and relevant skills, knowledge, competencies, attitudes, and values to become information and knowledge professionals, and to deliver comprehensive information services in diverse environments within the knowledge economy. Learners should be reflective and responsive to and function effectively and efficiently in rapidly changing environments.

The qualification will equip well-rounded learners with the knowledge base, theory, concepts, principles, methodology and ethics related to Information Science. Learners should be able to demonstrate initiative and responsibility in a professional context.
In this qualification, learners will explore current trends, practices, legislation, strategies, and debates that inform and shape professional practice within information and knowledge environments.

Upon completion of this qualification, learners will be able to:
  • Analyse trends, debates, philosophies, and concepts associated with the information phenomenon.
  • Demonstrate an understanding of the evolution of diverse information environments.
  • Implement professional guidelines to create, select and acquire appropriate information and knowledge resources according to identified user needs.
  • Organise knowledge and information resources according to the standards of the information and knowledge profession.
  • Implement appropriate strategies to facilitate access to and retrieval of information and knowledge related to user needs.
  • Implement appropriate technologies to solve problems within the information and knowledge environments.

    Rationale:
    The call for higher education to respond to current social, political, economic, and historical contexts has become stronger in recent times. Across South Africa, there are vehement demands from the government, industry, and learners alike for a higher education provisioning that responds to the skills development strategy (government), industry and workplace skills and the lived realities of learners.
    In its attempts to respond to this call, the Department of Information Science at the institution gears its focus on training programmes to account for the social context in South Africa. Furthermore, the discourse around the impending Fourth Industrial Revolution makes it more significant to reflect on how responsive higher education institutions are to the phenomenon of the Fourth Industrial Revolution.


    The rationale for this qualification resonates with the institution's mission to be a comprehensive, open learning, and distance e-learning higher education institution that responds to the diverse needs of society. The rationale of this qualification also articulates the strategy outlined in the institution's Institutional Operational and Strategic Plans (2016-2030), which refer to the development of relevant and responsive curricula that will promote innovation and re-invigorate learners 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):
    RPL provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL will be applied to accommodate applicants who qualify.

    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.

    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), Level 4 granting access to Bachelor's degree studies.
    Or
  • Senior Certificate, Level 4, with endorsement.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Bachelor's degree studies.
    Or
  • Higher Certificate in Information Technology, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5, 6, 7 and 8 totalling 480 Credits.

    Compulsory Modules, Level 5, 120 Credits.
  • Communication in the context of the organisation, 12 Credits.
  • Introduction to Information Services and Sources, 12 Credits.
  • Developing Information Literacy Skills for Lifelong Learning, 12 Credits.
  • Introduction to Information and Communication Technologies (ICTs) in Information Environments, 12 Credits.
  • Ethical Information and Communication Technologies for Development Solutions, 12 Credits.
  • Fundamentals of Management in Information Services, 12 Credits
  • Information Behaviour I, 12 Credits.
  • Academic Language and Literacy Studies, 12 Credits.
  • Introduction to the Decolonisation of Information, 12 Credits.
  • Language through the African lens, 12 Credits.

    Compulsory Modules, Level 6, 120 Credits.
  • Brand communication, 12 Credits.
  • Descriptive Cataloguing, 12 Credits.
  • Classification of Information Sources, 12 Credits.
  • Taxonomies of Literacies, 12 Credits.
  • Reference Services, 12 Credits.
  • Scholarship and publishing in Information Science, 12 Credits.
  • Fundamentals of Database Design and Information Systems in Information Services, 12 Credits.
  • Indigenous Knowledge Systems, 12 Credits.
  • Information Behaviour II, 12 Credits.
  • Fundamentals in Research Methodology in Information Social Science, 12 Credits.

    Compulsory Modules, Level 7, 120 Credits.
  • Global Communication, 12 Credits.
  • Advanced Descriptive Cataloguing, 12 Credits.
  • Advanced Classification of Information Sources, 12 Credits.
  • Computer Coding and Programming Applications in Information Services, 12 Credits.
  • Strategic Management Practices in Information Services, 12 Credits.
  • Information Management, 12 Credits.
  • Information and Knowledge Entrepreneurship, 12 Credits.
  • Collection Development and Management, 12 Credits.
  • Research Methodology in Information Science, 12 Credits.
  • Digital curatorship, 12 Credits.

    Compulsory Modules, Level 8, 120 Credits.
  • Verbal subject description, 12 Credits.
  • Augmented Technologies in Information Services, 12 Credits.
  • Web Technology and Design, 12 Credits.
  • Knowledge Management, 12 Credits.
  • Research Data Analysis in Information Science,12 Credits.
  • Research Report, 36 Credits.
  • Information Services Practicum, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse trends, debates, philosophies, and concepts associated with the information phenomenon.
    2. Demonstrate an understanding of the evolution of diverse information environments.
    3. Implement professional guidelines to create, select and acquire appropriate information and knowledge resources according to identified user needs.
    4. Organise knowledge and information resources according to the standards of the information and knowledge profession.
    5. Implement appropriate strategies to facilitate access to and retrieval of information and knowledge related to user needs.
    6. Implement appropriate technologies to solve problems within the information and knowledge environments.
    7. Apply the principles of selected management models to manage sites of practice effectively.
    8. Apply best practices and models to promote information and knowledge management.
    9. Develop innovative strategies to promote multimodal literacies.
    10. Design and implement a research project related to the field of Information Science.
    11. Analyse and create a profile of information needs and seeking behaviour to meet user information needs.
    12. The learner can work in an information and/or knowledge environment where he/she is recognised and employed as a professional and can apply knowledge, skills and values acquired during the period of study. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1.
  • Contextually explain concepts related to information and knowledge and present a philosophical argumentation of the nature of information that is coherent, logical, and informative.
  • Analyse the political and economic context of information and explain the cultural, ethical, economic, legal, political, security and social issues surrounding the use of information.
  • Analyse and apply policies and legislation related to the process and procedure for information creation, capturing, and maintenance.
  • Explain ethical issues relating to information and communication technology (ITC) development in the information environment.
  • Explain the importance of service ethics for information professionals and establish the link between service ethics and commitments for information professionals.

    Associated Assessment Criteria for Exit Level Outcomes 2.
  • Identify diverse types of services in information and knowledge environments and explain their evolution, offerings, and purposes.
  • Identify and analyse theories related to diverse information environments within appropriate and relevant contexts.
  • Explain and evaluate legislative frameworks related to information and knowledge environments.
  • Illustrate explicit evidence of distinguishing and differentiating between the roles and functions of information and knowledge environments.

    Associated Assessment Criteria for Exit Level Outcomes 3.
  • Identify the needs of various information users within the library and other information services.
  • Explain and explore from multiple perspectives the processes and procedures of objectively assessing and collating information from a wide variety of information sources.
  • Evaluate strategies to create, record and document different types of information resources, inclusive of indigenous knowledge from within communities.
  • Explain the consideration of various legislative frameworks and their influences or impacts on the selection and acquisition of information resources.

    Associated Assessment Criteria for Exit Level Outcomes 4.
  • Analyse appropriate and relevant theoretical foundations of organising information and knowledge.
  • Illustrate the knowledge of and index resources and compile abstracts.
  • Create bibliographic records of resources according to appropriate principles and classify information records by using internationally accepted standards.

    Associated Assessment Criteria for Exit Level Outcomes 5.
  • Analyse legislative frameworks informing access to and use of information.
  • Apply information searching and search strategies coherently and informatively to access and retrieve information by using a variety of online and offline information resources.
  • Identify and use various databases and search engines to guide users with information enquiries.
  • Explain the strategies that empower users to access, retrieve and use information and evaluate retrieved information for reliability, accuracy, currency, and other quality-related criteria.

    Associated Assessment Criteria for Exit Level Outcomes 6.
  • Explore and evaluate technology trends impacting information services in a variety of sites of practice.
  • Identify and explain current multimedia developments and evaluate the utilisation of new information and communication technologies (ICTs) that benefit society.
  • Explain the management and maintenance of digital information resources.
  • Analyse e-resources management systems and software relevant to various information service environments, including licensing issues with vendors.
  • Explain E-reader technologies and formats used in various information services contexts to ensure access to information.

    Associated Assessment Criteria for Exit Level Outcomes 7.
  • Analyse the importance and role of strategic business planning, techniques, innovation, and service delivery for information services.
  • Explain the standardised methods for the control of internal records generated through organisational operations.
  • Design a management plan for the physical environment of an information service and analyse its health and safety requirements compliance.
  • Interrogate and explain the human resource management requirements in terms of the selection, appointment, staff training, development, and performance management.

    Associated Assessment Criteria for Exit Level Outcomes 8.
  • Systematically analyse knowledge management in terms of adding value to the administration of organisational knowledge assets.
  • Evaluate various methods of collecting and organising organisational information to enable management to make effective decisions.
  • Analyse policies and procedures for the digitisation of information resources for access and preservation.
  • Explain theories, practices, standards, processes, and procedures related to digital resource acquisition, management, storage, and preservation.

    Associated Assessment Criteria for Exit Level Outcomes 9.
  • Plan and document information literacy (IL) training based on the foundations of instructional for specific user groups, to address lifelong learning skills development.
  • Explain and motivate the design of lesson plans, learning material and the use of technology to execute IL qualifications.
  • Analyse and motivate the application of IL education in the workplace and society.
  • Explain the multimodal literacies and their development and application in recreation, education, the workplace, and society.

    Associated Assessment Criteria for Exit Level Outcomes 10.
  • Explain research principles, theories, and methodologies compare and evaluate various methodologies that can be applied in the information environment.
  • Conduct research related to various topics within the information science discipline.
  • Assess initiatives and developments emanating from professional bodies that inform and influence information service provision.

    Associated Assessment Criteria for Exit Level Outcomes 11.
  • Profile the social constructs related to the information and knowledge service that may influence information needs and seeking behaviour.
  • Evaluate methods that can be applied to assist users in accessing information.
  • Analyse appropriate and relevant theories related to information needs and information-seeking behaviour in a variety of contexts.
  • Explain and analyse relevant user instructions to empower users to become independent information seekers.

    Associated Assessment Criteria for Exit Level Outcomes 12.
  • Apply specific practical skills related to the methods for the creation, organisation, retrieval, dissemination, and use of information according to changes in user needs and technological infrastructures.
  • Apply specific theories, skills, and values inherent in all the associated assessment criteria to all specific outcomes, particularly within the context of the provision of information services and the context of the diverse knowledge fields.
  • Instruct and support information user groups in the use of libraries, information centres and information and communication technologies.
  • Develop specialised information products for use inside and outside the organisation.

    INTEGRATED ASSESSMENT
    The proposed Bachelor of Information Science qualification includes both formative and summative assessment, as well as a practical component and the assessments will be aligned to the Assessment Policy of UNISA (2015). In this way, the assessments will align with the following principles of assessment set out in the Assessment Policy of the University.

    Continuous assessment will be applied throughout the tuition period. A combination of assessment methods and instruments will be used to encourage learners to collect naturally occurring evidence from various sources as testimonials of their academic progress. Continuous assessment aims to develop self-determined, self-directed learners, where the emphasis is on advancing deep and continuous learning. The emphasis is on assessing and promoting continuous learning performance related to a module. Modules related to the research report and practicum will follow a continuous assessment process, aimed to provide learners with the opportunity to develop throughout the duration of the course and be assessed continuously to motivate and encourage learning.
    In the context of achieving Vision 2030, all continuous assessments will accumulate to 100%. A process of progressive weighting of assessment will also be followed for each module, in line with the module outcomes to be achieved and the credits (notional hours) to be allocated to various assessments.

    Any individual assessment will not exceed a 40% contribution to the final mark to ensure that the intention of continuous assessment is maintained.
    The recommended number of assessments includes six assessments for 12 credit modules and 10 assessments for 24 or 36 credit modules.

    Moderation tasks required are:
    The moderation of at least 5% of all learner submissions, is limited to a maximum of 100 submissions for the module (distributed over all assignments in an academic period.
    The moderation of all marking by new markers until marking standards have been met.
    Modules may choose to select assignments that contribute more than 20% to the final mark for this purpose.
    Modules with no assignments contributing 20% or more to the final mark, must select the moderation sample from all assignments. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Botswana
    Institution name: University of Botswana
    Qualification title: Bachelor of Information & Knowledge Management (Knowledge Management)
    Duration: Four years
    Credits: 124

    Entry requirements:
  • Botswana General Certificate of Secondary Education
    Or
  • Diploma in Information and Knowledge Management

    Purpose/Rationale:
    The qualification focuses on information and society, data and information management, customer knowledge management, the knowledge economy and user needs and services. The proposed Bachelor of Information Science (BInfSci) qualification includes streams related to information management, subject organisation, and user information needs.

    Qualification structure
    Modules:
  • Introduction to Records Management
  • Introduction to Information Science, is comparable to Introduction to Information Services and Sources.
  • Communication and Study Skills
  • Knowledge Management Theory and Practice is comparable to Knowledge Management.
    Communication and Study Skills is comparable to Communication in the context of the organisation.
  • Digital Libraries
  • Knowledge Management Systems
  • Research Methods in IKM, is comparable to Fundamentals in Research Methodology in Information Social Science.
  • Information Ethics, Legal and Policy Issues, is comparable to Ethical Information and Communication Technologies for Development Solutions.

    Similarities:
  • The University of Botswana (UB) and the South African (SA) qualifications are both offered over four years.
  • The UB qualification accepts learners who have completed the Botswana General Certificate of Secondary Education and similarly, the SA qualification accepts learners who have completed a South African Senior Certificate.
  • The BU qualification focuses on information and society, data and information management, customer knowledge management, knowledge economy and user needs and services.
  • The SA qualification focuses on equipping learners with values to become information and knowledge professionals, to deliver comprehensive information services in diverse environments within the knowledge economy.
  • Both qualifications have a research component in their study and share similar modules such as Communication and Study Skills, Communication in the context of the organisation, Introduction to Information Science, and Knowledge Management.

    Differences:
  • The UB qualification differs in the emphasis on archives and records management, which is not included in the SA qualification.
  • The UB qualification consists of 124 credits and the SA qualification consists of 102 credits.

    Country: United States of America
    Institution name: University of North Carolina
    Qualification title: Bachelor of Science in Information Science
    Duration: Four years
    Credits: 45

    Entry requirements:
    Learners applying to the major must have completed either all three prerequisite courses or at least two prerequisites and have the third in progress.

    Purpose/Rationale:
    The Bachelor of Science in Information Science is designed to prepare its learners for a variety of careers in the information industry, including information architecture, database design and implementation, web design and implementation, business systems analysis, and information consulting, as well as graduate study.
    The information science major integrates the study of the creation and management of information content, the characteristics and needs of the people who create and use information, and the technologies used to support the creation and manipulation of information.

    Qualification structure:
    Modules:
  • Programming for Information Science
  • Introduction to Scientific Programming
  • Information Systems Analysis and Design, comparable to Fundamentals of Database Design and Information Systems in Information Services.
  • Information Use for Organizational Effectiveness, comparable to Strategic Management Practices in Information Services
  • Introduction to Database Concepts and Applications
  • Information Science Capstone (taken in the senior year)

    Exit level outcomes:
  • Demonstrate knowledge of the many ways in which information can be created, communicated, stored, and/or transformed, to benefit individuals, organizations, and society.
  • Demonstrate practical skills in analyzing, processing, and managing information and developing and managing information systems in a knowledge-based society.
  • Apply problem-solving and decision-making skills.
  • Effectively utilize information tools in preparation for taking a leadership role in the information economy.
  • Recognize the value of information and information tools, and their role in society and the economy.
  • Evaluate the role of information in a variety of industries, in different organizational settings, for different populations, and for different purposes.

    Similarities:
  • The University of North Carolina (UNC) and the South African (SA) qualifications are both offered over four years.
  • The UNC qualification prepares its learners for a variety of careers in the information industry, including information architecture, database design and implementation, web design and implementation, business systems analysis, and information consulting, as well as for graduate study.
  • The SA qualification seeks to produce learners who are not only better equipped to provide information and knowledge-related services but also learners who will respond to the urgent task of developing information and knowledge systems to meet the expectations of the Fourth Industrial Revolution.
  • The UNC majors include Information Systems Analysis & Design; Information Use for Organisational Effectiveness; Database Concepts & Applications and Emerging Topics in Information Science, similar to the SA qualification's modules such as Fundamentals of Database Design and Information Systems in Information Services and Strategic Management Practices in Information Services.
  • The UNC qualification will enable learners to demonstrate knowledge of the many ways in which information can be created, communicated, stored, and/or transformed, to benefit individuals, organizations, and society.
  • The SA qualification will analyse and create a profile of information needs and seeking behaviour to meet user information needs.

    Differences:
    The UNC qualification consists of 45 credits, whereas the SA qualification consists of 480 credits. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Library and Information Science, NQF Level 8.
  • Bachelor of Library and Information Studies, NQF Level 8.

    Vertical Articulation:
  • Master of Library and Information Studies, NQF Level 9.
  • Master of Management Sciences in Library and Information Science, NQF Level 9.
  • Master of Arts in Information Science, NQF Level 9.
  • Master of Information Science, NQF Level 9.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    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 South Africa 


    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.