SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Arts Honours: Probation Services

SAQA QUAL ID	QUALIFICATION TITLE
16418	Bachelor of Arts Honours: Probation Services
ORIGINATOR
Rand Afrikaans University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 08 - Law, Military Science and Security		Justice in Society
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	160	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 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2013-06-30

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
73749	Bachelor of Arts Honours in Probation Services	Level 7	NQF Level 08	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of this qualification is to provide qualifying learners with advanced competence in the: acquisition, interpretation and application of specific scientific and social work principles and methods, in the field of probation services. The purpose is to: further enhance professional ethics and practices, specifically applicable to be working within the justice system; enable application of a research-practise paradigm; and promote lifelong learning.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A prospective applicant for this qualification must display the following:

*Knowledge and understanding:
The learner should have knowledge and understanding of ethical, social and economic problems.
The learner should have knowledge and understanding of the helping process in individuals, groups, organizations and communities.
The learner should have knowledge and understanding of human and environmental resources.
The learner should have knowledge and understanding of assessments, intervention and evaluative techniques, in the process of helping individuals, groups, organizations and communities.

*Cognitive skills:
The learner should be able to analyse and evaluate ethical, social and economic problems.
The learner should be able to function within an intelectually independent enviroment, where flexibility and creatively are exercised.
The learner should be able to analyse human and environmental resources.
The learner should be able to assesses and evaluate information gathered for the benefit of individuals, groups, organizations and communities.

*Practical and professional skills:
The learner should be able to develop, facilitate, evaluate and adjust appropriate action, to alleviate ethical social and economic problems.
The learner should be able to work effectively with others, as members of a team, when facilitating the process and technology of helping: individuals, groups, organizations and communities.
The learner should be able to communicate effectively and appropriately with individuals, groups, organizations and communities, using visual, language and therapeutic skills.
The learner should be able to manage human and environmental resources.
The learner should be able to use assessment intervention and evaluative techniques, in the process and technology of helping: individuals, groups, organizations and communities.
The learner should be able to develop and maintain human capacity.

*Values and attitudes:
The learner should be able to work independently and creatively.
The learner should be able to work effectively in a team, with a flexible attitude.
The learner should be able to communicate openly, clearly and honestly with individuals, groups, organizations and communities.
The learner should be able to act as a professional within a professional environment.
The learner should be able to facilitate entrepreneurial opportunities.
The learner should have a client focus in dealing with individuals, groups, organizations and communities.

Selection of students is based on previous experience in the field of social work, an active interest in the field; and a three-year BA degree in Social Work, or a four-year diploma in Social Work, or any other appropriate degree in the human sciences.

Recognition of prior learning:
All potential learners who are not in possession of an appropriate BA Degree, need to provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning that should give them access to the programme need to apply to the Accreditation Committee of the Faculty of Arts for recognition of prior learning. A potential learner who wants to be credited for prior learning and/or experience for a particular module or modules, needs to apply (in writing) to the Departmental Chairperson of the Department, offering the module or modules the learner wishes to be credited for, clearly stating the title(s) of the module or modules as well as the basis on which he/she believes the accreditation should be granted.
The principles of RPL are subscribed to, and will be implemented in, a flexible manner. The principle of flexible and open access will, however, be on offset against the provision that this is not to be to the detriment of the potential learner and that his/her chance to succeed must be reasonable. The Committee will assess learners' competencies in order to determine whether they are eligible for:
a) access to,
b) advanced placement in, or
c) recognition of status for this qualification, providing that they will be willing to further their studies at this university

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

1. The learner should be able to identify and analyse, at an advanced level, social deviance problems in the context of the justice system, develop, facilitate, evaluate and adjust appropriate actions and reflect on these actions, based on a relevant theoretical framework.

2. The learner should be able to effectively work at an advanced level with others, as members of a team, when facilitating the process and technology of helping individuals and groups, evaluate, adjust and reflect on these actions, based on a relevant theoretical framework.

3. The learner should be able to, at an advanced level, collect, analyse, organize, critically evaluate and reflect on information, with regard to social deviance problems, based on a relevant theoretical framework.

4. The learner should be able to develop, organize and practise: intellectual independence, practise accuracy, flexibility and creativity, at an advanced level.

5. The learner should be able to communicate, at advanced level, effectively and appropriately, with individuals and groups, using visual, language and therapeutic skills in the modes of oral or written format.

6. The learner should be able to analyse, develop and manage human and environmental resources, at an advanced level based on a relevant theoretical framework.

7. The learner should be able to use advanced assessment, intervention and evaluate techniques in the process and technology of helping individuals and groups, based on a relevant theoretical framework.

8. The learner should be able to address, on an advanced level, specific social problems by taking into account the White Paper on Social Welfare and the political and socio-economic influences in South Africa

9. The learner should be able to explore, apply and reflect a variety of strategies on an advanced level to learn more affectively within a human sciences environment

10. The learner should be able to contribute on an advanced level to the development and maintenance of human capacity on a local and national level, based on a relevant theoretical framework.

11. The learner should be able to contribute on an advanced level to the development and maintenance of human capacity within a culturally diverse context and evaluate and adjust actions, based on a relevant theoretical framework.

12. The learner should be able to explore employment opportunities through practical projects on an advanced level

13. The learner should be able to explore and facilitate entrepreneurial opportunities on an advanced level while addressing social deviance problems

ASSOCIATED ASSESSMENT CRITERIA

1. Does the learner identify and analyse, at an advanced level, social and statutory deviance problems; develop, facilitate, evaluate and adjust appropriate actions and reflect on these actions, based on a relevant theoretical framework?

2. Does the learner: effectively work at an advanced level, with others, as members of a multi-disciplinary team, when facilitating the process and technology of helping individuals and groups; evaluate, adjust and reflect on these actions, based on a relevant theoretical framework?

3. Does the learner develop, organise and practice intellectual independence, accuracy, flexibility and creativity, at an advanced level, effectively?

4. Does the learner, at an advanced level, collect, analyse, organize, critically evaluate and reflect on information appropriately with regard to social deviance problems, based on a relevant theoretical framework?

5. Does the learner communicate, at advanced level, according to set standards, with individuals, groups, organizations and communities; using visual, language and therapeutic skills in the modes of oral or written format?

6. Does the learner analyse, develop and manage human and environmental resources effectively, at an advanced level, based on a relevant theoretical framework?

7. Does the learner, according to set standards, use advanced assessment, intervention and evaluate techniques in the process and technology of helping individuals, groups, organizations and communities; based on a relevant theoretical framework?

8. Does the learner, appropriately address, at an advanced level, social deviance problems by taking into account the White Paper on Social Welfare and political and socio-economic influences in South Africa?

9. Does the learner explore, apply and reflect a variety of strategies effectively to learn more effectively within a human sciences environment, at an advanced level?

10. Does the learner, according to set standards, demonstrate ability to contribute (at an advanced level) to the development and maintenance of human capacity, at a local and national level, based on a relevant theoretical framework?

11. Does the learner, contribute effectively, at an advanced level, to the development and maintenance of human capacity within a culturally diverse context, evaluate and adjust actions, based on a relevant theoretical framework?

12. Does the learner explore employment opportunities through practical projects, at an advanced level, effectively?

13. Does the learner explore and facilitate entrepreneurial opportunities effectively at an advanced level, while addressing social deviance problems?

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:
Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

Formative assessment practices that will be implemented:
Learners are continuously assessed via informal class tests, contributions to discussions, audio and audio-video recordings, formal semester tests (in written and oral mode), laboratory sessions and fieldwork projects. Learners are also involved in peer assessments, especially in the process of skill-training. Self-assessment forms part of the everyday activities of learners, especially when they answer the self-assessment questions after each theoretical section in the different study guides for each module.

Summative assessment practices that will be implemented:
Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of formal tests as well as end-of-semester final written and oral examinations

ARTICULATION OPTIONS

Articulation with other qualifications at a lower level than this qualification, enabling learners to gain access to this qualification:
Learners, who achieve this qualification, will be allowed access to qualifications at a lower level than level 7, within the field of Social Service Professions. Such learners will retain credit for relevant modules that have been passed, after recognition by the institute and approval by the Dean of the Faculty of Arts.

Articulation with other qualifications at the same level as this quaification, enabling learners to exit this qualification at some stage, continuing their studies in another similar qualification:
The achievement of this qualification should give learners access to certificates and diplomas in this field at level 7. Learners who have obtained this qualification may, with the permission of the Dean of the relevant faculty, enter a range of programmes in the social sciences mid-stream, given that the rules of access have been complied with. Such learners will therefore be credited for prior learning. Learners who are (or have been) registered for this (or a related) qualification at another higher education institution, will be allowed, with the permission of the Dean of Arts, to enter mid-stream, given that the rules of access have been complied with. Such learners will therefore be credited for prior learning.

Articulation with other qualifications at a higher level than this qualification, thereby enabling learners to gain access to those qualifications, when they have completed this one:
Having obtained this qualification, the following possibilities for further study of a higher education programme exist:
a relevant Master's degree programme at any University.

MODERATION OPTIONS

External examiners will be appointed for all NQF level 6 modules by the Dean of the Faculty concerned, on the recommendation of the academic department in which NQF level 6 modules are taken. One external examiner per NQF level 6 module, will be appointed.
External examiners will be selected from other higher education institutions, or from the ranks of practising professional people outside of academia.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

He/she must, at least, have a Master's degree in an appropriate field of study, and/or be regarded as competent to act as an assessor by the academic community. An assessor should be proficient in the subject matter of the learning area that he/she is assessing. An assessor needs to have prior assessment experience, and/or be trained in assessment practices on a higher education level:

-as part of qualifying as an education and training practitioner; or

-through a mentoring process; or

-through on-the-job training; or

Through additional study of a unit standard or qualification on assessment.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006.

NOTES

This BA Honours with endorsement qualification is registered, as a separate qualification, only with SAQA. It is not registered separately with the Department of Education, but it is included in the registration of the generic BA Honours.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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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.

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