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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts 
SAQA QUAL ID QUALIFICATION TITLE
122821  Bachelor of Arts 
ORIGINATOR
NewBridge Graduate Institute (Pty)Ltd - Bank Avenue (formerly Centurion Akademie (Pty) Ltd) 
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  Field 04 - Communication Studies and Language  Communication Studies 
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  EXCO 0525/24  2024-07-11  2027-07-11 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-07-11   2033-07-11  

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 Bachelor of Arts aims to develop learners with detailed, integrated knowledge of their chosen fields of study within the Humanities and Social Sciences as well as the requisite skills to think and solve problems critically. Learners will gain insight into the value of the Humanities and Social Sciences in society, particularly within the context of the global south and be able to apply their discipline knowledge to contribute to critical thinking and debates around issues facing society. Learners will thus be prepared for lifelong learning and well-equipped to enter general employment or pursue a postgraduate qualification.

Upon completion, learners will possess integrated knowledge of the main principles, concepts, methods, and skills associated with their chosen areas of specialisation, or majors, as well as a critical awareness of the value of the Humanities and Social Sciences in society. They will, therefore, be prepared to further their studies and pursue a postgraduate qualification. In addition, this qualification will develop learners' critical thinking, problem-solving, and written and verbal communication skills - transferable skills that will add value to any workplace. Learners will, therefore, also be prepared to enter the general workplace in a number of sectors and professions.

Upon completion of this qualification, qualifying learners will be able to:
  • Demonstrate integrated and detailed knowledge of key concepts, principles, and theories of chosen areas of specialisation in the Humanities and Social Sciences.
  • Apply knowledge of chosen areas of specialisation critically to develop evidence-based solutions to complex problems.
  • Source, validate, and evaluate a range of data, information, and scholarly resources.
  • Develop and communicate ideas in the form of evidence- and theory-based arguments in both academic and professional contexts.
  • Apply ethical decisions on complex institutional issues with sensitivity and awareness of consequences in an autonomous manner.

    Rationale:
    The value of the Bachelor of Arts degree lies in its generality. The purpose of the qualification is to develop learners who are competent critical thinkers and possess detailed, integrated knowledge of areas of specialisation within the Humanities and Social Sciences.

    The flexible curriculum, which consists of a small number of compulsory modules and a large number of electives and major options, enables learners to tailor a dynamic Bachelor of Arts curriculum for themselves and pursue their interests. In addition, prospective learners at recruitment events at schools have indicated an interest in pursuing this qualification, thereby creating a demand that we could not meet.
    For the institution, the inclusion of a general Bachelor of Arts augments and enhances our current offering and provides prospective learners with an opportunity to pursue general studies in the Humanities and Social Sciences.

    Learners will be aware of a number of issues and challenges facing society and will be equipped to contribute to debates around addressing these issues through the application of evidence-based solutions. The qualification will also develop learners' ability to learn in an accountable, self-directed manner, which further prepares them for the workplace and further study.

    The nature of this qualification makes it distinctly relevant for society and potential employers. The emphasis on developing critical thinking, problem-solving, and communication skills in learners means that learners can enter the South African workplace in several different roles, including many of those mentioned in the most recent Critical Skills List (Government Gazette, August 2022, Vol. 686, No. 47182). BA learners will thus be versatile employees and citizens able to contribute to the South African workforce in several ways. 
    		•

    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), NQF Level 4 allowing entry to Bachelor's Degree studies.
    Or
  • National Certificate Vocational (NCV), NQF Level 4 allowing entry to Bachelor's Degree studies.
    Or
  • Senior Certificate (SC) with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, NQF Level 5, 30 Credits.
  • Academic and Digital Literacies, 15 Credits.
  • South African Language Competence, 15 Credits.

    Elective Modules, NQF Level 5, 60 Credits (Choose 6 Modules)
  • Introduction to Communication Contexts and Application, 15 Credits.
  • Introduction to Visual Communication, 15 Credits.
  • Introduction to Psychology, 15 Credits.
  • Developmental and Personality Psychology, 15 Credits.
  • Introduction to Development Studies, 15 Credits.
  • Global Development Studies, 15 Credits.
  • Introduction to Media and Society, 15 Credits.
  • Introduction to Media Analysis, 15 Credits.

    Compulsory Modules, NQF Level 6, 30 Credits.
  • Critical Thinking for the Humanities, 15 Credits.
  • Insights from the Global South, 15 Credits.

    Elective Modules, NQF Level 6, 60 Credits (Choose 6 Modules)
  • Mass Communication Theory and Practice, 15 Credits.
  • Intercultural Communication, 15 Credits.
  • Statistics and Research Design for Psychology, 15 Credits.
  • Cognitive and Social Psychology, 15 Credits.
  • Theories of Development, 15 Credits.
  • Sociology for Development Studies, 15 Credits.
  • Media Text Production, 15 Credits.
  • Media Text Reception, 15 Credits.

    Elective Modules, NQF Level 7, 120 (Choose 8 Modules)
  • Strategic Corporate Communication, 15 Credits.
  • Communication Management, 15 Credits.
  • Communication Ethics, 15 Credits.
  • Research Approaches in Communication Studies, 15 Credits.
  • Abnormal Psychology, 15 Credits.
  • Child Psychology, 15 Credits.
  • Community Psychology, 15 Credits.
  • Research Psychology, 15 Credits.
  • Organisational Behaviour, 15 Credits.
  • Effective Organisational Operations, 15 Credits.
  • Community Development Approaches, 15 Credits.
  • Development Issues in the Global South, 15 Credits.
  • Development Policy, 15 Credits.
  • Research Approaches in Development Studies, 15 Credits.
  • Research Approaches in Media Studies, 15 Credits.
  • New Media and Society, 15 Credits.
  • Media in the Global South, 15 Credits.
  • Media Law and Ethics, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate integrated and detailed knowledge of key concepts, principles, and theories of chosen areas of specialisation in the Humanities and Social Sciences.
    2. Apply knowledge of chosen areas of specialisation critically to develop evidence-based solutions to complex problems.
    3. Source, validate, and evaluate a range of data, information, and scholarly resources.
    4. Develop and communicate ideas in the form of evidence- and theory-based arguments in both academic and professional contexts.
    5. Apply ethical decisions on complex institutional issues with sensitivity and awareness of consequences in an autonomous manner. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria
    Associated Assessment Criteria for Exit Level Outcomes 1.
  • Apply discipline-specific terms, concepts, and principles correctly in verbal and written communication.
  • Define correctly and explain key terms, concepts, and principles of a given discipline.
  • Apply knowledge of discipline-specific theory to develop theory-driven arguments and solutions to complex problems.
  • Analyse and evaluate relevant scholarly research in the discipline and appropriately compare diverse theories and debates within a discipline.

    Associated Assessment Criteria for Exit Level Outcomes 2.
  • Critically evaluate a problem and identify the factors that will contribute to its resolution from the perspective of the chosen discipline.
  • Integrate theoretical knowledge and skills of a particular discipline to develop coherent evidence and theory-based arguments.
  • Apply key theoretical perspectives to evaluating discipline-specific and societal issues.
  • Articulate problems and their solutions coherently, select and apply key theories to address key discipline problems.

    Associated Assessment Criteria for Exit Level Outcomes 3.
  • Apply conventional scholarly methods for accessing information.
  • Accurately define, explain, and evaluate a variety of scholarly resources.
  • Evaluate the validity of a given source and decide on whether to use it in evidence-based arguments or not.
  • Integrate information from a variety of sources into a coherent argument.
  • Evaluate various texts and accurately identify and explain their limitations.

    Associated Assessment Criteria for Exit Level Outcomes 4.
  • Effectively communicate ideas and formulate arguments in written form, such as essays.
  • Effectively communicate ideas and verbally present formulated arguments.
  • Identify behavioural and personality concepts in the workplace and work effectively in a group or team context.

    Associated Assessment Criteria for Exit Level Outcomes 5.
  • Apply ethical knowledge to pressing contemporary ethical questions.
  • Evaluate ethical responses in the face of changing technologies and societies.
  • Debate sensitive and complex ethical questions in an open-minded and rigorous way.
    INTEGRATED ASSESSMENT
    As per the institution's Assessment Policy, assessment has two purposes in a learning journey. First, it is the structured process in which evidence of learning is gathered and evaluated against the outcomes, criteria, and standards in learning programmes - that is, summative; secondly, it is the process in which information is gathered along the path to the outcomes so that gaps in learning and understanding can be addressed and progress can be measured that is, formative.
    The assessment therefore meets both purposes generally and the strategy adopted in each qualification is aligned to the purpose of the qualification specifically within the overall set of principles contained in the Assessment Policy.
    Assessment is both formative and summative and learners are given multiple opportunities throughout the course of a module and qualification to improve their mastery and succeed using a range of strategies. Moreover, as our qualifications are career-focused, assessments are both theoretical and practical and the application of knowledge to appropriate levels of real-world contexts is integrated into the assessment strategy of each qualification.

    Formative Assessment:
    The learners can demonstrate their learning, competency, and capabilities through the following variety of assessment activities:
  • Assignments
  • Tests
  • Integrated Curriculum Engagement (ICE) tasks
    Summative Assessment:
  • Portfolios of Evidence (PoE)
  • Exams

    The standard breakdown for a final mark for a module is as follows:
  • Integrate Curriculum Engagement (ICE) tasks - 10%
  • Formative assessments - 40%
  • Summative assessments - 50%

    WIL modules are the exception to the above structure, and usually only involve learners completing a Portfolio of Evidence (PoE) that contributes 100% to their final course mark. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia
    Institution name: University of New South Wales
    Qualification title: Bachelor of Arts
    Duration: Three years

    Entry requirements:
  • Year 12 (or equivalent)
    Or
  • One year Diploma

    Purpose/Rationale:
    With a Bachelor of Arts, learners will broaden their understanding of the world and gain valuable and versatile skills that are highly sought after in today's job market: critical and independent thinking, problem-solving, evidence-based reasoning, effective communication and creativity. What's more, they will develop these skills while studying what fascinates them. After completing of the qualification, learners will deepen their expertise in a specific area of their choice with guidance and support from an academic expert.

    Course structure
    Modules:
  • Environmental humanities
  • European studies
  • Global development, comparable to Global Development Studies.
  • Languages
  • Linguistics
  • Media, culture and technology, comparable to New Media and Society.
  • Music studies
  • Philosophy
  • Politics and International Relations
  • Sociology and anthropology
  • Studies in psychology, comparable to Introduction to Psychology,

    Similarities:
  • The University of New South Wales (UNW) and the South African (SA) qualifications are both offered over three years.
  • The UNW qualification accepts learners who have completed Year 12 (or equivalent), similarly, the SA qualification accepts learners who have completed Grade 12 (Senior School Certificate).
    Both qualifications share similar modules such as Development Studies, Media, Culture, Technology and Society, and Psychology Studies.
  • The UNW qualification will broaden learners' understanding of the world and gain valuable and versatile skills that are highly sought after in today's job market: critical and independent thinking, problem-solving, evidence-based reasoning, effective communication, and creativity.
  • Similarly, the SA qualification will develop learners' critical thinking, problem-solving, and written and verbal communication skills - transferable skills that will add value to any workplace. Learners will, therefore, also be prepared to enter the general workplace in a number of sectors and professions.

    Country: United Kingdom
    Institution: University of Manchester
    Qualification title: Bachelor of Arts (BA)
    Duration: Three years

    Entry requirements:
    A-level
    Or
    AS-level
    Or
    International Baccalaureate

    Purpose/Rationale
    Liberal Arts is highly flexible, allowing learners to create their unique course, combining different subject areas within and beyond the School of Arts, Languages and Cultures.
    With an emphasis on interdisciplinary learning, learners can tailor the course, aligning it to their interests and passions, whilst responding to key issues that affect the flourishing of free citizens. This course is ideal for individuals who have a wide range of interests and a passion for making a difference in the world.
    Learners will apply their subject-specific knowledge in a real-world context through a placement year in their third year of study, enabling them to enhance their employment prospects, clarify their career goals, and build their external networks.

    Course structure
    Modules:
  • Standing on The Shoulders of Giants: Foundations for Study in The Arts
  • Humanities in Public: The Politics and Value(s) of Knowledge
  • Research Methods in the Arts
  • Understanding Rhetoric: The Arts of Persuasion
  • Arts and the City: People, Power, and Protest
  • Interdisciplinary Literature and Theology: Empathy, Ethics, Liberation
  • Engagement Project: Creativity, Culture, and Community
  • Interdisciplinary Research Project, comparable to Statistics and Research Design for Psychology.
  • Liberal Arts in the Making: Interdisciplinarity in Practice
  • Interdisciplinary Literature and Theology: Empathy, Ethics, Liberation

    Similarities:
  • The University of Manchester (UM) and the South African (SA) qualifications are both offered over three years.
  • The UM qualification accepts learners who have completed the International Baccalaureate, AS or A Levels which are regarded to be at the same level as the SA Senior School Certificate.
  • Both qualifications require learners to choose the modules that make up the qualification and aim to equip learners with detailed knowledge and skills in their chosen subject areas as well as general thinking and research competencies in the Humanities and Social Sciences.
  • The outcomes of both qualifications focus on the attainment of detailed knowledge and skills in the chosen subject areas.
  • Both qualifications focus on foundational knowledge of research and working with academic resources, critical problem-solving skills, and communication skills.

    Differences:
  • The UM qualification enables learners to apply their subject-specific knowledge in a real-world context through a placement year in their third year of study, enabling them to enhance their employment prospects, clarify their career goals, and build their external networks. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Arts in Communication Studies, NQF Level 7.
  • Bachelor of Arts in Development Studies, NQF Level 7.
  • Bachelor of Arts in Human and Social Development, NQF Level 7.
  • Bachelor of Arts in Psychology, NQF Level.
  • Bachelor of Arts in Public Governance, NQF Level 7.
  • Bachelor of Arts in Sociology, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Arts Honours, NQF Level 8.
  • Bachelor of Arts Honours in African Studies, NQF Level 8.
  • Bachelor of Arts Honours in Applied Ethics, NQF Level 8.
  • Bachelor of Arts Honours in Augmentative and Alternative Communication, NQF Level 8.
  • Bachelor of Arts Honours in Psychology, NQF Level 8.
  • Bachelor of Arts Honours in Development Studies, NQF Level 8.

    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. NewBridge Graduate Institute (Pty)Ltd - Bank Avenue (formerly Centurion Akademie (Pty) Ltd) 


    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.