SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Arts Honours: Development Studies

SAQA QUAL ID	QUALIFICATION TITLE
4553	Bachelor of Arts Honours: Development Studies
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		Public Policy, Politics and Democratic Citizenship
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	168	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
73725	Bachelor of Arts Honours in Development Studies	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 competent intellectual and analytical skills with a view to the acquisition, analysis, interpretation and application of development principles, knowledge, theories and research methods within particular social contexts in a holistic manner.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

To enrol for this qualification, potential learners need to demonstrate that they have acquired the intellectual competencies and practical skills to discuss, problematise and investigate development issues, particularly in the South African context.

The learner should have a holistic and reflexive approach to development problems, principles and methods within particular social contexts, as well as prepared for specialised research and a career in the practice of development facilitation or further learning in this field.

Potential learners should be in possession of a B-degree with a minimum of at least 60% in Development Studies/Development Administration. If the degree was obtained more than ten years ago, the potential learner will have to enter the Recognition of Prior Learning process of the faculty.

Recognition of prior learning

All potential learners who are not in possession of a B-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.

Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply to the departmental chairperson of the department offering the module or modules the student 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 be 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?

EXIT LEVEL OUTCOMES

Exit level outcomes:

The learners should be able to:

1. Use advanced terms, concepts, definitions, classifications and theories inherent to the development field correctly, and reflect on the applications thereof;

2. Identify problems within the complex and variable context of social development (local to global level) and suggest workable and appropriate responses through process of critical and creative thinking;

3. Work effectively with social scientists and other role-players in a team aimed at exploring phenomena within the social sciences, particularly in the area of social societal development;

4.Collect, analyse, organise, interpret and evaluate social scientific information and reflect on this process and its applications;

5. Communicate effectively with different role-players through using appropriate visual, conceptual, statistical or language (oral and written) skills and reflect on the applications made;

6. Handle methods, techniques and methodological approaches competently (including entrepreneurship, where relevant) with a view to reaching a developmental objective and without causing a threat to people or the environment;

7. Understand the role(s) of the development facilitator in society with regard to the improvement of quality of life of people, and to strive to fulfil such role(s);

8. Value and show a disposition towards self-reliance, honesty, commitment, sensitivity to differences (cultural, gender, race, religion, etc.), and democratic decision-making (where relevant);

9. Explore various learning strategies to acquire the different capabilities of a development specialist (especially learning by doing);

10. Acquire acceptable employment seeking skills for entry into the different sectors/ levels of the development field;

11. Demonstrate responsible citizenship through the promotion of a holistic understanding of developmental processes.

ASSOCIATED ASSESSMENT CRITERIA

The learner can: / Does the learner:

1. Use advanced terms, concepts, definitions, classifications and theories inherent to the development field correctly, and reflect on the applications of these?

2. Identify problems within the complex and variable context of societal development (local and global level) and suggest workable and appropriate responses to these problems through processes of critical and creative thinking?

3. Work effectively with social scientists and other role-players in a team aimed at exploring phenomena within the social sciences, particularly in the area of societal development?

4. Demonstrate the ability to collect, analyse, organise, interpret and evaluate social scientific information and reflect on these process and its applications?

5. Communicate effectively with different role players through using appropriate visual, conceptual, statistical or language (oral and written) skills and reflect on the applications made?

6. Handle methods, techniques and methodological approaches competently (including entrepreneurship, where relevant) with a view to reaching developmental objectives and without causing a threat to people or the environment?

7. Display an understanding of the role(s) of the development facilitator in society with regard to the improvement of the quality of life of people and strive to fulfil such role(s)?

8. Value and show a disposition towards self-reliance, honesty, commitment, sensitivity to differences (cultural, gender, race, religion, etc.), and democratic decision-making (where relevant)?

9. Explore various learning strategies to acquire the different capabilities of a development specialist (especially learning by doing)?

10. Demonstrate acceptable employment seeking skills for entry into the different sectors/levels of the development field?

11. Demonstrate responsible citizenship through the promotion of a holistic understanding of developmental processes?

Formative assessment practices that will be implemented

Learners are continuously assessed via a range of formative assessment strategies: class assignments, essays and presentations. Learners also do practical work (independently and in groups during study visits) that is evaluated by assessors. Self-assessment activities are included in study guides. In addition, learners will assess one another`s work and reflect on the dynamics of this process.

Summative assessment practices that will be implemented

Integrated assessment, focusing on the exit-level outcomes, will be done by means of written assignments, and/or a research or practical project, as well as final examiners, at the end of the semester.

ARTICULATION OPTIONS

* Access to qualifications on a lower level

Articulation is possible with a B-degree (majoring in Development Studies/Development Administration), or an equivalent qualification.

* Access to qualifications on the same level

The achievement of this qualification should give learners access to certificates and diplomas in this field on 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 midstream, given that the rules of access have been compiled with. Such learners will therefore be credited for prior learning. Learners who are (or have been) 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 compiled with. Such learners will therefore be credited for prior learning.

* Access to qualifications on a higher level

Having obtained this qualification the following possibilities for further study in higher education programmes exist:

A MA degree programme in this field of study.

MODERATION OPTIONS

External process:

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

External examiners and the institutions they present:

One external examiner per NQF level 7 module, or group of modules will be appointed.
External examiners will be selected from other education institutions or from the ranks of practicing professional people outside of academia.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Criteria regarding formal qualifications that an assessor should have:

An assessor should:

At least have a Master`s degree in an appropriate field of study or be regarded as competent to act as an assessor by the academic community.

Criteria regarding job or learning experience:

An assessor should:

Be proficient in the subject matter of the learning area in which he/she is assessing.

Criteria regarding experience of or exposure to assessment:

An assessor should:

Have prior assessment experience 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; 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 Hons 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 Hons.

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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