SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Arts Honours: Geography

SAQA QUAL ID	QUALIFICATION TITLE
4775	Bachelor of Arts Honours: Geography
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	150	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
73730	Bachelor of Arts Honours in Geography	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 the ability to recognise advanced literature, theories, and concepts in Geography, to competently operate advanced computer analytical software, and to reflect upon application of concepts in the field of Geography and the environment.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners accessing this qualification should demonstrate their ability to:

* Acquire knowledge, understanding and insight of basic principles, theories and methodologies on:

Land formation and landforms, erosion and erosion agents

Soils and soil formation

Plant communities and their ecological values

Climatological fundamentals

Population distributions and trends

Spatial economies

The urban landscape and urbanisation trends

Apply these basics on South Africa`s physical and human landscapes

Identify environmental changes

Critically evaluate trends and to solve the problems of negative trends

* The capacity to do team work with other specialists such as, geologists, economists, urban planners, agriculturalists, pedologists, etc.

* Research environmental characteristics and relationships via reference works and practical fieldwork.

* Evaluation of results, synthesizing;

* Map compilation and map reading, GIS usage;

* Air photo interpretation and photogrammetry;

* Logical reasoning, stepwise ordering, classification, extraction of results and scientific report writing with revealing tables and figures;

* Cultivate the awareness of individual and community impacts on the environment because of incorrect utilisation, over-utilisation and unplanned development thereof;

* Do teamwork with other specialists;

* Communicate clearly on this subject - orally, written and graphically;

* Be self-reliant, honest and professional.

65% for Geography at NQF Level 6

Recognition of prior learning:

A learner who claims to have achieved entry requirements through experimental learning will be assessed. If the student is found to be competent the student may gain:

Access

Advanced placement

Or recognition of degree status will be granted on condition of continuing education.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learners should be able to:

1. Identify high level environmental changes, critical evaluations of trends and problem solving of negative trends, such as Karoo spreading, alien plant infiltration, poisonous plants, population migration, urbanization, etc. depending on the chosen specialisation field. Suggest solutions to above.

2. Contribute as a member of a multidisciplinary team to environmental issues.

3. Make recommendations on the improvement of incorrect utilization, over- utilization, and unplanned development thereof.

4. Take initiative in gathering, analysing, and organizing data, as well as critically evaluating results in the study of the environment, e.g. gathering soil samples, establishing plant or animal populations, collecting water samples, conducting surveys on human aspects, correlation of data sets, and present it in the format of a completed research report.

5. Have the ability to communicate research by oral and written presentation.

6. Apply field and analytical tools (maps, GIS, air photo`s, soil augers, etc.) used in the investigation of responsible utilisation of the environment by mankind.

7. Explain the degree of variation in the link of variables from the human and physical environments.

8. Extract important ideas in order to be able to summarize, to logically order ideas, to summarize results or deductions. To be able to do literature research, evaluate it, and correctly refer. Formulation of an independent point of view.

9. The ability to use and manage the biosphere as a responsible citizen and to invoke the same responsibility amongst the general community.

10. To prove and convince stakeholders of the importance of the environment for man`s existence on earth and the role it plays to create an acceptable living environment within a constantly changing world (city environment, agricultural environment, mining environment, etc) and other less changing environments (nature reserves, deserts, etc.)

11. The ability to identify and apply for career opportunities in the environmental field.

12. The ability to identify new and individual knowledge and technologies and to consult these applications in the environment.

ASSOCIATED ASSESSMENT CRITERIA

1. Can the learner identify high level environmental changes, critical evaluations of trends and problem solving of negative trends, such as Karoo spreading, alien plant infiltration, poisonous plants, population migration, urbanisation, etc. depending on the chosen specialisation field. Suggest solutions to above?

2. Can the learner contribute as a member of a multidisciplinary team to environmental issues?

3. Can the learner make recommendations on the improvement of incorrect utilization, over-utilisation, and unplanned development thereof?

4. Can the learner take initiative in gathering, analysing, and organising data, as well as critically evaluating results in the study of the environment, e.g. gathering soil samples, establishing plant or animal populations, collecting water samples, conducting surveys on human aspects, correlation of data sets, and present it in the format of a completed research report?

5. Can the learner communicate research by oral and written presentation?

6. Can the learner apply field and analytical tools (maps, GIS, air photo`s, soil augers, etc) used in the investigation of responsible utilisation of the environment by mankind?

7. Can the learner explain the degree of variation in the link of variables from the human and physical environments?

8. Can the learner extract important ideas in order to be able to summarize, to logically order ideas, to summarize results or deductions. To be able to do literature research, evaluate it, and correctly refer. Formulation of an independent point of view.

9. Can the learner use and manage the biosphere as a responsible citizen and to invoke the same responsibility amongst the general community?

10. Can the learner prove and convince stakeholders of the importance of the environment for man`s existence on earth and the role it plays to create an acceptable living environmental within a constantly changing world (city environment, agricultural environment, mining environment, etc) and other less changing environments (nature reserves, desserts, etc.)?

11. Can the learner identify and apply for career opportunities in the environmental field?

12. Can the learner identify new and individual knowledge and technologies and to consult these applications in the environment?

Formative assessment practices that will be implemented:

Learners are continuously assessed via informal class tests and formal semester tests (in written or oral mode), practical laboratory experiments and tests and practical field exercises. They may also be assigned to do independent seminars on specific scientific topics or problems which have to be presented to co-learners.

Each module will include:

At least 1 written assignment on the theory in essay format
At least 1 presentation of an aspect of the theory - poster format
At least 2 informal class tests on work to be prepared for lecture periods
At least 1 semester test on theory
At least one field visit.

Summative assessment practices that will be implemented:

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of ONE written examination per MODULE - towards the end of each semester.

ARTICULATION OPTIONS

Access to qualifications on lower level:

Articulation with other qualifications on a lower level than this qualification, enabling learners to gain access to this qualification will be handled according to the current regulations in the Yearbook of the Faculty and University.

Access to qualifications on the same level:

A panel will decide on articulation with other qualifications on the same level as this qualification, thereby enabling learners to exit this qualification at some stage and then continuing their studies in another "similar" qualification.

Access to qualifications on a higher level:

A panel will decide on articulation with other qualifications on a higher level than this qualification, thereby enabling learners to gain access to those qualifications, when they have completed this one.

MODERATION OPTIONS

External moderators will be appointed for all exit level (7) modules by the department.

One external examiner will be appointed per module from peer departments in other universities, or suitably qualified persons from private industry.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Formal assessment will be done by assessors with a level 8 in Geography.

Practical and fieldwork will be done by assessors with a level 8 in Geography.

REREGISTRATION HISTORY

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

NOTES

The `Environmental Management` part of this qualification, as formerly submitted, is now deleted from the present submission due to the omission of environmental management outcomes.

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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