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

Bachelor of Arts Honours: Psychology 
SAQA QUAL ID QUALIFICATION TITLE
4331  Bachelor of Arts Honours: Psychology 
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 07 - Human and Social Studies  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  192  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
73750  Bachelor of Arts Honours in Psychology  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 a broad-based foundation of strong and cohesive skills for further studies in advanced Psychology. Learners should also acquire a skills foundation for applied and fundamental research in Psychology at a Master's level. Learners should also obtain analytical, interpretive and integrative skills that have practical value for the society as a whole. Learners should also be able to reflect on advanced Psychology and develop a holistic view of advanced Psychology and its applications in various contexts. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
To enrol for this qualification, potential learners need to demonstrate the following competencies:
  • A strong and cohesive knowledge foundation in Psychology;
  • A knowledge foundation of fundamental research in Psychology on a postgraduate level;
  • Analytical, interpretive and integrative skills that have practical value for the society as a whole;
  • The ability to reflect on Psychology and its applications in various contexts.
  • The learner should be in possession of a Bachelor's degree with 128 credits in Psychology of which at least 64 credits are on NQF level 6.
  • The NQF level 6 credits in Psychology should have been attained in the last 10 years.
  • The learner must have completed a module in Research Methodology or Experimental Psychology, or a module in Statistical Methods or Mathematical Statistics.

    Recognition of prior learning:

    Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need 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 they want to be credited for as well as the basis on which they believe 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 offset against the provision that this is not to the detriment of the potential student and that his/her chances 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. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:

    1. Demonstrate their ability to apply the theoretical principles of problem identification and solving correctly in the field of advanced psychology and reflect on the application made (problem solving skills)

    2. Correctly plan and exercise research in advanced psychology, including the gathering, analysing, synthesising and interpretation of information on advanced psychology issues by utilising the theoretical research principles and reflecting on the research undertaken (research skills)

    3. Communicate effectively orally and in writing (e.g. report writing) with the different role players in the field of advanced psychology by applying the theoretical principles of communication and reflecting on the application made (communication skills)

    4. Accountably develop a theoretical and practical macro vision of the role of advanced psychology internationally, nationally, provincially/regionally and locally (development of macro vision)

    5. Effectively and responsibly organise and co-ordinate resources and opportunities in the field of advanced psychology by applying the relevant theoretical aspects and reflecting on the application (including entrepreneurship, where relevant), as well as accept the responsibility for their own activities in the field of advanced psychology (entrepreneurship, self-responsibility skills)

    6. Practise acceptable social sensitivity in their relationships with others and work effectively in a team by implementing the relevant theory and reflecting on the implementation thereof (teamship)

    7. Utilise appropriate technology (computer, e-mail, fax, psychometric tests) effectively in the advanced psychology environment (technological and environmental literacy)

    8. Explore different effective learning strategies to acquire the different capabilities of a practitioner in the field of advanced psychology (explore learning strategies)

    9. Promote responsible citizenship through their approach towards the holistic application of psychology related skills (promoting citizenship)

    10. Practise acceptable social, cultural and aesthetic sensitivity towards the people of different communities and the role players in the field of advanced psychology by applying the appropriate theoretical principles and reflecting on the application made (cultural and aesthetic sensitivity)

    11. Acquire acceptable employment seeking skills for entry into the different sectors of the field of advanced psychology by utilising the theoretical principles and reflecting on the application thereof (employment seeking skills) 

    ASSOCIATED ASSESSMENT CRITERIA 
    The learner can:/Does the learner:

    1. Demonstrate the ability to identify and solve problems correctly in the field of advanced psychology by applying the relevant theoretical principles and reflect on the application made (problem solving skills)

    2. Correctly plan and exercise research in the field of advanced psychology, including the gathering, analysing, synthesising and interpretation of information on advanced psychology issues by utilising the theoretical research principles and reflecting on the research undertaken (research skills)

    3. Communicate effectively orally and in writing (e.g. report writing) with the different role players in the field of advanced psychology by applying the theoretical principles of communication and reflecting on the application made (communication skills)

    4. Develop an accountable theoretical and practical macro vision of advanced psychology internationally, nationally, provincially/regionally and locally (development of macro vision)

    5. Effectively and responsibly organise and co-ordinate resources and opportunities in the field of advanced psychology by applying the relevant theoretical aspects and reflecting on the application (including entrepreneurship, where relevant), as well as accept the responsibility for their own activities in the field of advanced psychology (entrepreneurship, self-responsibility skills)

    6. Practise acceptable social sensitivity in their relationships with others and work effectively in a team by implementing the relevant theory and reflecting on the implementation thereof (teamship)

    7. Utilise appropriate technology (computer, e-mail, fax) effectively in the advanced psychology environment (technological and environmental literacy)

    8. Explore different effective learning strategies to acquire the different capabilities of a practitioner in the field of advanced psychology (explore learning strategies)

    9. Promote responsible citizenship through their approach/attitude towards the holistic application of psychology related skills (promoting citizenship)

    10. Practise acceptable social, cultural and aesthetic sensitivity towards the people of different communities and the role players in the field of advanced psychology by applying the theoretical principles and reflecting on the application made (cultural and aesthetic sensitivity)

    11. Demonstrate acceptable employment seeking skills for entry into the different sectors of the field of advanced psychology by applying the theoretical principles of employment seeking skills and reflecting on the application thereof (employment seeking skills)

    Integrated assessment incorporated:
    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 write one 90-minute test per module or alternatively hand in an assignment for a subject which demonstrates knowledge, integrative ability, data-basis understanding, insight and research ability. Assignments are also formally presented to an audience. Learners also write an extensive assignment in one allocated subject that demonstrates the above.

    Summative assessment practices that will be implemented:
    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of:
    written examinations, one per module, towards the end of the module. 

    ARTICULATION OPTIONS 
    Access to qualifications on a lower level:
    Articulation is possible with related certificate, diploma and degree qualifications.

    Access to qualifications on the same level:
    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 accredited for prior learning.

    Access to qualifications on a higher level:
    Having obtained this qualification, the following possibilities for further study at any higher institution which offers a psychology programme, exist:
    MA (Psychology)
    MA (Counselling Psychology)
    MA (Clinical Psychology)
    MA (Community Psychology)
    Other directed MA Psychology courses
    M Psych
    D Psych 

    MODERATION OPTIONS 
    External processes:
    External examiners will be appointed for all NQF level 7 modules by the Dean of the faculty concerned, on the recommendation of the academic department in which NQF level 7 modules are taken.

    External examiners and the institutions they represent:
    One external examiner per NQF level 7 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 
    Criteria regarding formal qualifications:
    Formal qualified assessors should have at least a Master's degree in the related field of study and/or be regarded as competent to act as assessors by the academic community.

    Criteria regarding job or learning experience:
    Assessors should have at least a Master's degree and 2 years of job related or learning area experience to be able to act as assessors on an NQF-level 7 module.

    Criteria regarding experience of or exposure to assessment:
    An assessor needs to have prior assessment experience and/or be trained in assessment practices on higher education level:
  • as part of qualifying as an education and training practitioner, or
  • through a mentoring process, or
  • through on the job training
  • 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 with endorsement qualification is registered as a separate qualification only with SAQA. At the Department of Education it is not registered separately, but is included in the registration of the generic BA 

    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.
     
    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.
     
    NONE 


    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.