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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Information Science 
SAQA QUAL ID QUALIFICATION TITLE
13981  Bachelor of Information Science 
ORIGINATOR
University of South Africa 
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  Information Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2029-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to provide BInf graduates with foundational, reflexive and practical competence in Information Science with a view to the delivery of comprehensive library and information services to society.

The purpose of the qualification is to provide opportunities for personal intellectual growth and gainful economic activity.

The purpose is to provide South Africa and the global community with leaders and scholars in the field of informatisation.

The purpose is to prepare graduates who will be enabled to meet the requirements to register for a variety of professional qualifications with a relevant professional body. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • Learn from predominantly written material and practical field experience;
  • Communicate what they have learnt comprehensively in the medium of instruction;
  • With guided support, take responsibility for their own progress.


    Recognition of prior learning:

    This qualification recognises
  • Formal prior learning

    Students' prior accredited learning at tertiary level in relevant domains, which constitute credit-bearing units, is recognised. Students in possession of a Senior Certificate may register for Unisa's access courses (Language and Learning Skills: LSK 011-9 and Thinking Skills: TSK 011-U). They may also register for one access module and two first-year modules (preferably modules chosen from INS and AIS: AIS101-D; AIS102-E; INS101-U and INS102-V) to gain access. Once the students have passed these access courses, they may register for the BInf.
  • Non-formal and informal prior experiential learning

    The law currently requires students to have formal qualifications for admission to university. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be awarded in part or as a whole through the recognition of prior learning (RPL). Current legislation requires that students complete 50% of their qualification at the institution which issues the certification, so for now up to 50% of the degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, we shall do so.

    Students will be given RPL for individual modules if they can produce a portfolio of evidence that shows that they meet the outcomes and associated assessment criteria specified for that module. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field:

    All critical cross-field outcomes will be embedded appropriately in the modules, which constitute the programmes that lead up to the qualification. They will be assessed within the context of the programmes. The distance education context has particular challenges, which we try to meet below.

    1. The BInf graduate can identify, analyse, formulate, and solve convergent and divergent information problems of professional, personal and social kinds, creatively and innovatively, especially with the help of appropriate information.

    2. The BInf graduate can work effectively with others as a member of a team, group, organization, community, and contribute to the group output in tasks growing out of the diverse fields of human knowledge and information.

    3. The BInf graduate can manage and organize her or his personal, academic and professional activities and life responsibly and effectively.

    4. The BInf graduate can collect, analyse, organize, interpret and critically evaluate information, as required in the pursuit of both her/his studies and profession.

    5. The BInf graduate can communicate effectively using visual, mathematical and/ or language capabilities in the modes of oral and/ or written presentation in often-extensive pieces of sustained discourse.

    6. The BInf graduate can use science and technology, but also knowledge and information in general, appropriately and critically, with a thorough understanding of the impact of paradigms and paradigm changes in the socio-intellectual field, showing responsibility towards the well being of others as well as the environment in community, national and global contexts.

    7. The BInf graduate can demonstrate an understanding of the world as a set of related systems (world views) by recognizing that information- related problem- solving contexts do not exist in isolation, and by acknowledging responsibilities to those in the local and broader community.


    Developmental:

    In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

    1. The BInf graduate can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

    2. The BInf graduate can participate as a responsible citizen in the life of local, national and global communities (also see Critical Outcome 2 above).

    3. The BInf graduate can be culturally, aesthetically, and informationally sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

    4. The BInf graduate can explore education and career opportunities by drawing on the various knowledge, skills and values acquired in the accomplishment of this qualification (see all Critical Outcomes above).

    5. The BInf graduate can develop entrepreneurial and info-preneurial opportunities by drawing on the various knowledge, skills and values acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 4 above).


    Specific:

    The BInf student is actively engaged in becoming a well rounded, educated person and in preparing for employment in the professions related to the discipline of Information Science, for example librarianship, archivism, etc. As such he/she develops and holds certain values and integrates knowledge and skills to achieve his/her purpose. The specific outcomes show how knowledge, skills and values in general, and those specific to the library and information profession, are integrated in the qualification and have a bearing on the SAQA fields.

    1. The Binf graduate can engage in critical, creative thinking within the context of the library and information profession.

    2. The BInf graduate can demonstrate an awareness of different forms of knowledge to develop different cultures and play a critical role in society.

    3. The BInf graduate can arrive at an informed assessment in terms of what happens to human knowledge in new, technological contexts.

    4. The BInf graduate can contribute to the development of pertinent information policies while taking cognisance of the political economy and ethics of information.

    5. The BInf graduate can engage with the professional ethos that shapes all perspectives and practices in library and information services.

    6. The BInf graduate can identify, describe and evaluate problems and solutions related to different cultures, both locally and globally.

    7. The BInf graduate can assist in disseminating appropriate information to ensure a just and democratic society.

    8. The BInf graduate can work in library and information service contexts where he/she is recognised and employed as a professional and can apply the knowledge, skills and values acquired during the period of study.

    9. The BInf graduate can demonstrate an ability to use information and communication technology in accessing, processing, storing and disseminating information.

    10. The BInf graduate can independently and as part of a team, engage with the sources, resources and systems that are part of the information profession to render an information service.

    11. The BInf graduate can pursue and promote lifelong learning and participation in continuing education in Information Science and library and information services. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Cross-field:

    1.
  • Identify, analyse and solve problems by means of exploring and critically evaluating abstract and personal situations.
  • Identify, analyse and solve problems by generating alternative strategies for dealing with those problems.
  • Overcome communication problems creatively.
  • Critically evaluate various viewpoints and compare them with own views.
  • Offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.
  • Identify problems in their own lives.
  • Identify problems in others' lives by use of case studies, primary research projects, etc.
  • Identify and solve concrete and abstract problems by drawing upon the theoretical knowledge and experiential base of individual disciplines in diverse scientific fields.
  • Identify and solve concrete and abstract problems by drawing upon their own experience base.
  • Identify and solve problems in a variety of routine and non-routine contexts within broad parameters of all 12 fields.
  • Use their knowledge and experience to offer suggestions for solving problems at a community, national, and global level.
  • Use all available information to analyse the global, national and local community in terms of problems, needs and opportunities.

    2.
  • Show evidence of sound inter-human relations (tolerance, empathy, listening skills, etc) in-group situations.
  • Demonstrate respect for the opinion of others through (written and/ or oral) reporting without bias.
  • Demonstrate tolerance of diversity through (written and/ or oral) reporting without bias.
  • Undertake projects and provide evidence of successful interaction with others.
  • Communicate effectively within the group.
  • Lead people with considerate concern.
  • Be a supportive follower and group participant.
  • Organize themselves and others into functional working groups.
  • Communicate the evidence of these group interactions through (written and/ or oral) reporting.

    3.
  • Demonstrate the requisite study skills and learning strategies.
  • Organize study plans especially within the distance teaching/learning context.
  • Use creative and inventive learning approaches, which suit personal situations and contexts.
  • Exercise the self-discipline necessary for distance learning.
  • Think independently, and offer evidence to support decisions.
  • Assess own strengths and weaknesses and develop coping strategies.

    NOTE: These outcomes and assessment criteria may be entry competencies for many distance learners who are already working and have definite goals.

    4.
  • Demonstrate basic research abilities.
  • Use library and other resources effectively to suit individual needs.
  • Use library and other resources effectively to suit the needs of the particular areas of research.
  • Integrate information from a variety of sources.
  • Act responsibly as a researcher and scholar (e.g., appropriate referencing, avoiding plagiarism, engage in relevant research, etc.)
  • Show awareness of the conventions of scholarship in the various scientific fields and especially in the domain of the profession.
  • Demonstrate awareness of relevant conventions and guidelines to academic, professional and personal purposes.
  • Critically analyse and assess theories, examples, experiences, etc.
  • .Argue appropriately within the relevant discourse community.

    5.
  • Communicate ideas and provide supporting evidence in a sustained manner.
  • Responsibly use others' ideas in support of own ideas (without plagiarism, etc.)
  • Identify premises and conclusions in academic arguments.
  • Follow the language conventions of written (and/or oral) use in the profession, in the respective disciplines, and in the own discipline.
  • Use appropriate models of organization and presentation as required in the respective knowledge fields.
  • Use statistics appropriately and responsibly in support of insights and ideas.
  • Create and use visuals appropriately to support ideas and insights.
  • Recognize own communication limitations and problems and seek appropriate and timely assistance.
  • Identify, interpret and explain subject-specific jargon.
  • See, describe and interpret in appropriate ways whatever they may encounter as relevant.
  • Assist others towards self-development in the fields of speaking, writing and imaging.
  • Use language to critically analyse, evaluate and explore the world of ideas.

    6.
  • Demonstrate a positive attitude towards scholarship, knowledge and technology.
  • Use appropriate scientific methods of investigation, testing and evaluation (see number 1).
  • Select appropriate technology to suit the needs of individuals and/or groups.
  • Apply a wide range of techniques and technologies (computers, the Internet, etc) where appropriate and feasible.
  • Use natural resources in a sustainable way.
  • Show respect for and a responsible attitude towards knowledge, science and technology.
  • Show concern for the diverse needs of others in community and larger society.
  • Demonstrate a consideration of the ethics involved in informational, scientific and technological issues.
  • Show respect and openness towards the physical, psychological, and spiritual environment of others.

    7.
  • Demonstrate prior knowledge and experience of individual situations.
  • Connect the abstract knowledge of theory to the reality of individual personal contexts.
  • Draw upon prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world.
  • Look beyond and across traditional disciplinary boundaries for possible solutions.
  • Grasp different worldviews and assess their different levels of impact.
  • Choose and follow appropriate pathways.
  • Demonstrate an awareness of the comprehensive impact of these insights on virtually all other outcomes.

    NOTE: Some Foundation Courses teach and practise these skills.


    Developmental:

    1.
  • Learn by means other than rote-learning.
  • Explain what they know in their own words.
  • Follow academic conventions regarding referencing and a void plagiarism.
  • Use help-seeking strategies to further their own learning and that of others.
  • Apply what they study in different contexts, both personal and public, real and simulated.
  • Display self-awareness of learning preferences and strategies to suit their needs.
  • Show evidence of effective study skills (e.g. note-taking, summarising, analysis and synthesis).

    2.
  • Display tolerance of diversity and other opinions.
  • Show willingness to participate in groups.
  • Demonstrate willingness to take risks in group situations
  • Apply what they know and study in culturally diverse contexts
  • Apply what they know and study at different levels, from personal to academic and professional contexts.
  • Contribute to the development of knowledgeable individuals in society as a whole.

    3.
  • Show awareness of cultural diversity and respect for other cultures.
  • Demonstrate awareness of own culture and background.
  • Demonstrate a sensitivity to those who think differently.
  • Use various attitudes to draw upon the cultural accomplishments and contexts of others (e.g. listening, empathy, sympathy, open-mindedness etc.)
  • Illustrate the value of open-mindedness and tolerance to self and others.

    4.
  • Illustrate the relationship between the knowledge, skills and values acquired in studying towards the BInf and those present in the community at large (local and global).
  • Make connections from theoretical knowledge to practical application in the real world.
  • Identify and develop the BInf qualities, which are highly valued in the workplace, across the disciplines and sectors of society.
  • Use the capabilities required for efficiency and creativity in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with unknown problems and tasks set in the work context and in the outside world, by drawing upon the above qualities and the capabilities developed through the BInf (critical thinking, problem solving, conflict resolution, information understanding, knowledge applications, professional services, etc.
  • Demonstrate a personal sense of work ethic.

    5.
  • Create job opportunities in whatever situation they find themselves.
  • Have a realistic view of their own worth and value to contribute to their local community and global society.
  • Communicate that value to others in the real world (CV writing skills, oral communication skills, etc.)
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and values as required to complete the BInf qualification.
  • Deal with various unknown situations with flexibility, adaptability, and inventivity.
  • Able to map career paths in information work.

    Specific:

    1.
  • Analyse and reflect on Information Theory, on the role of theories in Information Science and the specific applications of the discipline, notably to library and information services.
  • Identify and describe problems in Information Science and relevant fields and develop solutions appropriate to the discipline.
  • Formulate appropriate responses to resolve both concrete and abstract problems.
  • Reflect on learning from personal experience, information work and the academic discipline of Information Science in relation to the realities of library and information sciences locally and globally.
  • Analyse philosophical aspects related to information.
  • Reflect on assumptions ruling every single sub-field of Information Science as well as information practices.
  • Distinguish intelligently between meaningful and meaningless information.
  • Use appropriate research skills and strategies to access, evaluate and use knowledge and information.
  • Collect, analyse, organise and evaluate information and ideas from a variety of sources in various fields and specific disciplines, which should be clearly reflected in services rendered.
  • Apply past and present knowledge to authentic and simulated scenarios and to solve problems with a view to future contexts.
  • Identify patterns specific to the information field in order to generalise from a specific context to more universal contexts.
  • Relate learning gained from individual experience and academic contexts to different contexts using present and future scenarios.
  • Analyse their role in the information environment.

    2.
  • Show a sensitivity to the knowledge universe and the links between different forms of knowledge.
  • Link indigenous and scholarly knowledge.
  • Show awareness of the importance role of information in solving problems in situations of diverse knowledge forms and conduct research related to possible solutions.
  • Relate information from other disciplines to that of Information Science and vice versa.
  • Collect, interpret and systematise theoretical and empirical research findings with a view to the diversity of the sub-fields of Information Science.
  • Have knowledge of research methods for determining user needs and behaviour, information collection development and management functions, user guidance functions and services, etc in terms of the knowledge universe.
  • Demonstrate an ability to apply these types of knowledge to the different sub-fields of Information Science and different situations of service rendering.

    3.
  • Compare knowledge from the past with new situations.
  • Draw upon known information to deal with unknown circumstances.
  • Assess the applicability and limitations of various types and combinations of technology.
  • Show a certain understanding of multimedia developments.
  • Utilise new information and communication technologies to the benefit of society (e.g. collective intelligence).

    4.
  • Assess initiatives and developments that emanate from bodies such as professional library associations, consortia and the state.
  • Show insight and understanding of the urgent information policy issues.
  • Become actively involved in the political economy of information.
  • Identify and explore key issues regarding matters of policy, political economy and ethics.
  • Reflect on the importance of service ethics/commitments for information professionals.

    5.
  • Show an awareness of general social and cultural roles (e.g. what it is like to think and work like an information specialist with a view to these roles).
  • Analyse the present Information Age and show how it impacts on library and information services.
  • Reflect on the importance of service ethics for information professionals.

    6.
  • Show awareness of own culture as well as of the diversity of cultures
  • Analyse how cultural issues affect actions in authentic and simulated contexts and apply information accordingly.
  • Use disciplinary and interdisciplinary-based information to explore relationships between social and cultural situations.
  • Interrelate with people in small or large groups in the library and information services context.
  • Apply knowledge to provide solutions to problems that arise in a culturally diverse society.
  • Show empathy and understanding of users' problems and contexts in authentic and simulated contexts.
  • Plan, develop and manage information collections for diverse user groups.
  • Collect, organise, store and disseminate information for diverse user groups.

    7.
  • Collate and objectively assess information of a wide variety objectively.
  • Store and make this information accessible and available to society at large.
  • Ensure that South Africans maintain communication with the global world.
  • Ensure that South African's indigenous information resources are collected, organised, preserved and made available locally and globally.
  • Develop and maintain collection development policies, which are appropriate for the varied information needs of a democratic society.
  • Collect, organise and preserve resources, which reflect equitable, unbiased and impartial information.

    8.
  • Demonstrate the ability to apply specific practical skills related to, and appropriately adapt methods for, the creation, organisation, retrieval, dissemination and usage of information according to changes in user needs and technological infrastructures.
  • Apply the specific theories, skills and values inherent in all the associated assessment criteria related to all specific outcomes in particular within the context of the provision of library and information services and within 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.
  • Analyse the ways in which information is organised, controlled and disseminated.
  • Develop specialised information products for use inside and outside the organisation by individual clients.
  • Assess information needs and the technological infrastructures, and design and market value-added information services and products.
  • Appropriately instruct and support users of information services.

    9.
  • Apply the technological process to solve problems and satisfy needs and wants.
  • Analyse the impact of technology on society within the field of information work.
  • Use technology in appropriate contexts to access, process, store or disseminate information.
  • Use available methods and means to access information in printed and electronic format and conduct searches on the Internet.
  • Link clients of library and information services with required information as a resource to advance in daily activities.

    10.
  • Identify information needs and motives of various types of information users.
  • Assist the user in the finding and utilisation of information.
  • Describe information seeking patterns and identify factors influencing information usage.
  • Assess and analyse information search behaviour.
  • Organise and retrieve information according to information needs, using an array of information resources (print and electronic).
  • Design and use information databases.
  • Perform an information audit.
  • Manage resources such as knowledge and information strategically in the various types of library and information services.
  • Demonstrate knowledge of the different types of information resources, information sources and information records available in society today.
  • Reflect on the role these information resources played and will play in shaping society and Information Science.
  • Reflect on the relationship between different kinds of information sources.
  • Demonstrate the ability to select the most appropriate information source/records in any given situation.
  • Interrelate with (a) individuals, b) groups, c) communities.
  • Show empathy for and understanding of the information problems of others.
  • Apply knowledge to facilitate solutions to existing and potential information problems in the diverse South African and global society.

    11.
  • Organise opportunities for this to happen.
  • Participate in and pursue lifelong learning.
  • Apply knowledge to facilitate solutions to existing and potential information problems in the diverse South African and global society.
  • Demonstrate their own information literacy and identify its relationship to lifelong learning.
  • Promote information literacy as fundamental to lifelong learning and continuing education of society in general.
  • Instil information literacy skills in users of librarian and information services (e.g. by means of programmes and training opportunities).


    Integrated assessment:

    1. Formative assessment: Learning and assessment are integrated: the study guides contain self-assessment tasks with feedback. The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    2. Summative assessment: Examinations, or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. It also tests the ability of learners to integrate knowledge and practical skills required for the workplace. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognized accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly, for example Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    1. The qualification will articulate with other universities and other qualifications. Recognition will e.g. be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. Upon completion of the BInf degree, students have a number of options for further study. Students may proceed to postgraduate study at Honours, Masters and Doctorate levels.

    3. Exit levels are built into the BInf degree. After completing 240 credits in a required configuration, students could be awarded a National Diploma in Information Science or a National Diploma in Children's and Youth Information (a transformation of the current Diploma in Specialized Education) depending on their subject combinations. 

    MODERATION OPTIONS 
    1. Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

    2. In addition, external examiners act as moderators of examination papers and marked scripts for Unisa fourth-level modules.

    3. The Department of Information Science at Unisa was mandated by the now-defunct Professional Association (SAILIS) to offer education and training in librarianship by distance teaching. The link was formalized in the Association's Committee for Formal Education. Such a committee is currently being re-constituted by the new Professional Association (LIASA). This implies that the Department of Information Science will retain a formal link with the new professional association.

    The Committee for Formal Education requires that a professional Bachelor's degree should aim at shaping a candidate's general or scientific development on the one hand, and as a professional on the other. The first is achieved by presenting general scholarly subjects - sometimes called academic subjects - for example the basic sciences. The second is achieved by presenting professional courses that serve as orientation and are primarily aimed at the general practitioner. A minimum of 50% of general scholarly subjects should be maintained. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons.

    2. The quality management system:
  • Qualifications: The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience. In the case of workplace assessment, appropriate professional criteria will be drawn up for each programme.
  • Mentorship: All junior and new members of staff are monitored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.
  • Training: All new members of staff undergo orientation sessions with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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.