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

Bachelor of Arts Honours: Semitic Languages 
SAQA QUAL ID QUALIFICATION TITLE
4443  Bachelor of Arts Honours: Semitic Languages 
ORIGINATOR
Rand Afrikaans University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 04 - Communication Studies and Language  Language 
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
112075  Bachelor of Arts Honours in Semitic Languages  Not Applicable  NQF Level 08  160  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of this qualification is to provide qualifying learners with the ability to enhance their knowledge and research skills with regard to texts, contexts and literary theory of a specific field within a Semitic Languages. These acquired abilities should enable them to gain the necessary background and expertise to enrol for a MA degree in Semitic Languages, or (if Honours is an exit level) to improve the quality of the learner's preaching, teaching or services rendered within the diplomatic, cultural or business domain.

The primary purpose of this qualification is to provide the qualifying learners with:

Practical competence:
The learner should be able to demonstrate informed decisions regarding:
  • providing language expertise to various groups in the community
  • the strategic management of academic orientated organisations, or those that need cultural and educational advice
  • designing and evaluating curricula with an Arabic, Hebrew or Ancient New Eastern focus
  • Foundational competence:
    The learner should be able to demonstrate an understanding of:
  • *the linguistic characteristics of Semitic and cognate languages;
  • *methods of accessing standard specialized literature pertaining to Arabic, Hebrew or an Ancient Semitic Language;
  • *literary and grammatical approaches to research within the field of Semitic Languages.
  • Reflective competence:
    The learner should demonstrate the ability:
    *to evaluate, grade or integrate conflicting opinions with the relevant field;
    *to consider in a scientific way the application of linguistic principles within new environments.
  • Benefits to the learners:
    *Personal development of learning and experimental skills, and the evaluation of modern problems and their solutions vis-a-vis Semitic applications of linguistic thought.
    *The establishment of scientific approach to Semitic Languages and comparative Semitic studies
    *Marketability and employability within higher education-related fields
    *The opening of access routes to further education and training, for example a Higher Diploma, an MA, or advanced theological degree
    *Preparation for a career in teaching, or for diplomatic services in the world, especially in the Middle East. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    With regard to either Modern Standard Arabic or Classical Hebrew, learners should already have acquired a fairly advanced knowledge of the grammar, basic vocabulary, literature and applicable literary theory. They should, in particular, be able to demonstrate analytical competence with regard to written texts. Learners are assumed to be able to communicate the results of linguistic investigations in appropriate technical terms. They should be able to reflect on the structure of Semitic Languages and their uniqueness in expressing ideas and imparting knowledge . Learners should be prepared to be examined, by means of a written or oral test, with regard to the above abilities pertaining to the source language (Arabic or Hebrew) and the target language (English or Afrikaans)

    A potential learner will be required to possess a NQF-Level 6 qualification in Hebrew (8 modules: 64 credits) or Arabic (8 modules: 64 credits).
    Within the field of Semantic Languages, knowledge and understanding of Linguistics and Literary Science on level 5 of the NQF, is recommended.
    Knowledge of a modern language such as German, French or Urdu is advisable.

    Recognition of prior learning
    All potential learners who are not in possession of an NQF level 6, must provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning, which should give them access to the programme, must apply to the Accreditation Committee of the Faculty of Arts for 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 student wish to be credited for, clearly stating the title(s) of the module(s) 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 detrimental to 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
    d) access
    e) advanced placement in, or
    f) recognition of status for this qualification 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    1. Learners should be able to demonstrate their ability to apply the theoretical principles of problem identification and solving in the field of Semitic Languages, adhering to their chosen approach and being faithful to the scientific of the discipline.

    2. Learners should be able to practice acceptable social sensitivity in their relationships with others, particularly informed people, both orthodox and unorthodox in their literary approach and work effectively in a diverse group by implementing the relevant theory and reflecting on the consequences of the implementation thereof.

    3. Learners should be able to organize and manage themselves and their activities in the field of Semitic Languages effectively and responsibility demonstrating self-responsibility towards the relevant field in particular and the scientific world in general.

    4. Learners should be able to plan and exercise medium level research in Semitic Languages in by collecting, analysing and organizing information and interpreting it critically by using applicable scientific methods.

    5. Learners should be able to communicate effectively, orally and in writing, with various academic role-players in the field of Semitic Languages by using language skills and visual methods where necessary.

    6. Learners should be able to utilize science and technology (e.g. written media, computer, internet) effectively and critically in the Semitic Languages environment.

    7. Learners should be able to develop an accountable theoretical and practical macro vision of Semitic Languages within its local and international, general and academic environment and to define its place within the domain of religious and cultural studies.

    8. Learners should be able to explore different effective learning strategies to acquire the different capabilities necessary for the various sub-disciplines of Semitic Languages.

    9. Learners should be able to promote responsible citizenship through their approach towards the holistic application of their capabilities in the field of Semitic languages

    10.Learners should be able to practise acceptable social, cultural and aesthetic sensitivity towards the (religious) community and inform people with whom they identify themselves as well as another communities and contexts.

    11. Learners should be able to acquire acceptable employment seeking skills for entry into the different sectors where there is a need for medium level experts in Arabic, Hebrew and other Semitic Languages by utilizing the theoretical principles and reflecting on the application thereof.

    12. Learners should be able to develop entrepreneurial opportunities by reflecting on new venues for the application of skills and knowledge in the field of Semitic languages. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Can the learners identify the problematic issues in Semitic Languages?
    Can they define the various approaches to relevant issues?
    Can they make a responsible decision and supply reasons for their choice?

    2. Can the learners practice acceptable social sensitivity in their relationships with others, both orthodox and unorthodox, and work effectively in a diverse group by implementing the relevant theory and reflecting on the consequences of the implementation thereof?

    3. Do learners organize and manage themselves and their activities in the field of Semitic Languages effectively and responsibility, and do they demonstrate self-responsibility towards the relevant field in particular and the scientific world in general?

    4. Are the learners able to plan and exercise medium level research in Semitic Languages in by collecting, analysing and organizing information and interpret it critically by using applicable scientific methods?

    5. Do learners communicate effectively, orally and in writing, with various academic role-players, in the field of Semitic Languages by using language skills and visual methods where necessary

    6. Do learners demonstrate the ability to utilize science and technology (e.g. written media, computer, internet) effectively and critically in the Semitic Languages environment?

    7. Are the learners able to develop a theoretical and practical macro vision of Semitic Languages within its local and international environment, and to define its place within the domain of religious and cultural studies?

    8. Do the learners explore different effective learning strategies to acquire the different capabilities necessary for the various sub-disciplines of Semitic Languages?

    9. Do learners explore different effective learning strategies to acquire the different capabilities necessary for the various sub-disciplines of Semitic Languages.

    10. Do learners practise acceptable social, cultural and aesthetic sensitivity towards the (religious) community with whom they identify themselves, as well as another communities and contexts?

    11. Do the learners acquire acceptable employment seeking skills for entry into the different sectors where there is need for medium level experts in Arabic, Hebrew and other Semitic Languages by utilizing the theoretical principles and reflecting on the application thereof?

    12. Do learners develop entrepreneurial opportunities by reflecting on new venues for the application of skills and knowledge in the field of Semitic languages?

    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:
    A range of formative assessment strategies is used. Formative assessment strategies include, among others, short essays, presentations in small groups and practical activities. Self-assessment activities are included in study guides. Opportunities for peer assessment are included.

    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 assignments, formal module tests and/or a research or practical project as well as end-of-semester final examinations. 

    ARTICULATION OPTIONS 
  • Access to qualifications on a lower level:
    Articulation is possible to related NQF level 6 qualifications such as a teaching diploma or first degree.
  • Access to qualifications on the same level:
    Learners who wish to change to another qualification on the same level as this qualification, at this institute, or even other courses, may do so within the first three weeks of the semester. Credits for the course passed are retained.
  • Access to qualifications on a higher level:
    Having obtained this qualification, the following possibilities for further study on higher level exists:
  • Postgraduate hither diploma at any university
  • MA. degree (NQF level8) at any university 
    		•

    MODERATION OPTIONS 
    a) External examiners are appointed to moderate the examination paper of the summative assessment phase. They are asked to mark learners' examination papers particularly in the 50% (pass) or 75% (distinction) category.
    b) One external examiner per module is appointed, usually from the departments of Semitic Languages, Theology of Islamic Studies or related departments at a South African university. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • External examiners and moderators (assessors) from the other universities, who have the relevant qualifications and who are experts in the various disciplines, are appointed on the recommendation of the sub-department by the Faculty of Arts. Assessors must have at least an MA-qualification (NQF level 8) in Semitic Languages or a related field.
  • Assessors must have a certain academic service record and be familiar with the assessment practices of the specific sub-field of study.
  • Assessors must preferably have extensive experience of assessment at the same or a lower NQF level. 
    		•

    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. 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.