SAQA

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.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Arts Honours

SAQA QUAL ID	QUALIFICATION TITLE
5353	Bachelor of Arts Honours
ORIGINATOR
University of South Africa
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 02 - Culture and Arts		Visual Arts
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	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 10105/14	2015-07-01	2016-10-20
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2017-10-20		2020-10-20

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
101035	Bachelor of Arts Honours in Geography	Not Applicable	NQF Level 08	120	Complete
101046	Bachelor of Arts Honours in Criminology	Not Applicable	NQF Level 08	120	Complete
101060	Bachelor of Arts Honours in Corrections Management	Not Applicable	NQF Level 08	120	Complete
101066	Bachelor of Arts Honours in African Languages	Not Applicable	NQF Level 08	120	Complete
101067	Bachelor of Arts Honours in African Politics	Not Applicable	NQF Level 08	120	Complete
101068	Bachelor of Arts Honours in Ancient Near Eastern Studies	Not Applicable	NQF Level 08	120	Complete
101069	Bachelor of Arts Honours in Anthropology	Not Applicable	NQF Level 08	120	Complete
101070	Bachelor of Arts Honours in Arabic	Not Applicable	NQF Level 08	120	Complete
101071	Bachelor of Arts Honours in Applied Linguistics	Not Applicable	NQF Level 08	120	Complete
101072	Bachelor of Arts Honours in Archaeology	Not Applicable	NQF Level 08	120	Complete
101073	Bachelor of Arts Honours in Art History	Not Applicable	NQF Level 08	120	Complete
101074	Bachelor of Arts Honours in Biblical Archaeology	Not Applicable	NQF Level 08	120	Complete
101075	Bachelor of Arts Honours in Classical Hebrew	Not Applicable	NQF Level 08	120	Complete
101076	Bachelor of Arts Honours in Classical Studies	Not Applicable	NQF Level 08	120	Complete
101077	Bachelor of Arts Honours in English Studies	Not Applicable	NQF Level 08	120	Complete
101078	Bachelor of Arts Honours in History	Not Applicable	NQF Level 08	120	Complete
101079	Bachelor of Arts Honours in Information Science	Not Applicable	NQF Level 08	120	Complete
101080	Bachelor of Arts Honours in International Politics	Not Applicable	NQF Level 08	120	Complete
101081	Bachelor of Arts Honours in Islamic Studies	Not Applicable	NQF Level 08	120	Complete
101082	Bachelor of Arts Honours in Judaica	Not Applicable	NQF Level 08	120	Complete
101083	Bachelor of Arts Honours in Linguistics	Not Applicable	NQF Level 08	120	Complete
101084	Bachelor of Arts Honours in Media Studies	Not Applicable	NQF Level 08	120	Complete
101085	Bachelor of Arts Honours in Modern European Language and Literature	Not Applicable	NQF Level 08	120	Complete
101086	Bachelor of Arts Honours in Philosophy	Not Applicable	NQF Level 08	120	Complete
101087	Bachelor of Arts Honours in Politics	Not Applicable	NQF Level 08	120	Complete
101088	Bachelor of Arts Honours in Psychology	Not Applicable	NQF Level 08	120	Complete
101089	Bachelor of Arts Honours in Religious Studies	Not Applicable	NQF Level 08	120	Complete
101090	Bachelor of Arts Honours in Social Behaviour Studies (HIV/AIDS)	Not Applicable	NQF Level 08	120	Complete
101091	Bachelor of Arts Honours in Sociology	Not Applicable	NQF Level 08	120	Complete
101092	Bachelor of Arts Honours in Theory of Literature	Not Applicable	NQF Level 08	120	Complete
101093	Bachelor of Arts Honours in Translation Studies	Not Applicable	NQF Level 08	120	Complete
101105	Bachelor of Arts Honours in Afrikaans	Not Applicable	NQF Level 08	120	Complete
101106	Bachelor of Arts Honours in Biblical Studies	Not Applicable	NQF Level 08	120	Complete
101107	Bachelor of Arts Honours in Development Studies	Not Applicable	NQF Level 08	120	Complete
101108	Bachelor of Arts Honours in Gender Studies	Not Applicable	NQF Level 08	120	Complete
101109	Bachelor of Arts Honours in Integrated Organisational Communication	Not Applicable	NQF Level 08	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of the qualification is to provide Honours BA graduates with systematic knowledge, specialized skills and theoretical competence focusing on or within a particular discipline or within an interdisciplinary framework to prepare them for specialist training at an advanced level.

A second purpose of the qualification is to provide South Africa (and other countries) with graduates who have in-depth knowledge and the confidence to identify and define complex problems and to apply their skills in finding solutions to those problems, especially within unfamiliar contexts.

A third purpose of the qualification is to provide South Africa (and other countries) with people who can demonstrate thorough familiarity with a particular discipline or interdisciplinary framework and have the ability to perform independently as intellectual leaders in their society.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Students who register for this qualification can:

learn from predominantly written material

comprehensively communicate knowledge of the discipline/field of study

take responsibility for their own progress within a specific area of study.

Recognition of prior learning:

This qualification recognises:

formal prior learning:

Students need a BA degree to register for the Hons BA.

Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised.

non-formal and informal prior experiential learning

Students will be given RPL for individual modules if they can produce a portfolio of evidence or undergo any other recognised means of assessment that shows that they meet the outcomes and associated assessment criteria specified for that module. They may also be awarded blocks of credits towards elective modules. A policy is currently being drawn up.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification may be awarded in part or as a whole through the recognition of prior learning (RPL). Current legislation requires that students complete 50% of their qualification at the institution which issues the certification so for now up to 50% of the degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, we shall do so.

EXIT LEVEL OUTCOMES

Critical cross-field:

All critical cross-field outcomes will be embedded appropriately in the modules, which constitute the programmes that lead up to the qualification. They will be assessed within the context of the programme. The distance education context presents particular challenges, which we try to meet below:

1. Hons BA graduates can identify, analyse, formulate, and solve convergent and divergent problems of living, of individual and societal kinds, creatively and innovatively.

2. Hons BA graduates can work effectively with others as members and leaders of a team, group, organization, community, and provide leadership to the group output in tasks growing out of the fields traditionally considered as the humanities.

3. Hons BA graduates can manage and organize their activities and life responsibly and effectively, including their studies and careers.

4. Hons BA graduates can collect, analyse, organize and critically evaluate information.

5. Hons BA graduates can communicate effectively using visual, mathematical and/ or language skills in the modes of oral and/ or written presentation, in sustained discourse.

6. Hons BA graduates can use science and technology effectively and critically, showing responsibility towards the environment and health and well being of others, in community, national and global contexts.

7. Hons BA graduates can demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

Developmental:

In order to contribute to the full personal development of graduates and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

1. Hons BA graduates can reflect on and explore a variety of strategies to learn more effectively.

2. Hons BA graduates can participate as responsible citizens in the life of local, national and global communities.

3. Hons BA graduates can be culturally and aesthetically sensitive across a range of social contexts.

4. Hons BA graduates can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

5. Hons BA graduates can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

Specific:

Hons BA students are actively engaged in preparing for further, more specific study or the work environment. As such they develop certain values and integrate knowledge and skills to achieve their purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification variously in the SAQA fields of Culture and Arts (02), Communication Studies and Language (including literature) (04), Human and Social Studies (07), Law, Military Science and Security (08) and Health Science and Social Services (09).

1. Engages in critical thinking and problem solving in studying topics of a complex and specialized nature, predominantly in one discipline or field of study.

2. Display systematic knowledge of the scope of the discipline/field of study and demonstrate a confident and scientifically founded understanding of its methodological and theoretical foundations.

3. Conduct basic research in the discipline/field of study.

4. Display professional skills required by the discipline/field of study.

5. Communicate knowledge about the discipline and results of research clearly and systematically.

ASSOCIATED ASSESSMENT CRITERIA

Critical Cross-field:

Evidence generated in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies and examinations, will show graduates can:

1.

identify, analyse and solve complex and advanced abstract problems by drawing on their own experience and theoretical knowledge and on the experiential base of a single discipline or across interdisciplinary lines in the humanities;

use their knowledge and experience to offer informed suggestions, or to generate alternative strategies, for dealing with problems at a community, national, international and global level;

solve problems by generating alternative strategies for dealing with those problems;

critically evaluate various theoretical standpoints and compare them to their own views;

offer evidence in a variety of ways (from a theoretical knowledge base, from an experiential base, etc.) to support their stated views;

analyse the global, national and local community in terms of problems, needs and opportunities.

2.

use and propagate 'people skills' (tolerance, empathy, listening skills, etc.) in group situations;

demonstrate respect for the opinion of others through (written and/or oral) reporting without bias;

demonstrate tolerance of diversity through (written and /or oral) reporting without bias;

undertake projects of a theoretical and/or practical nature to provide evidence of successful interaction with others;

use advanced communication skills within the group;

act as supportive followers and group participants;

organize themselves and others into effective working groups;

communicate the evidence of these group interactions through (written and/or oral) reporting.

3.

demonstrate the requisite theoretical skills and learning strategies;

organize their study plans and engage in effective time management;

assess their own strengths and weaknesses and develop organizational strategies;

evolve strategies best suited to their personal situations and contexts;

think independently, and offer sustained theoretical evidence to support their decisions.

4.

demonstrate research skills within a discipline or field of study;

use library and other resources effectively to suit the needs of the particular area of research;

integrate information from a variety of sources;

act responsibly as researchers and scholars (e.g. appropriate referencing, avoiding plagiarism, etc);

follow relevant discipline-related conventions and guidelines to their academic and personal purposes;

critically evaluate theories, examples, experiences, etc.;

argue appropriately within the relevant discourse community.

5.

communicate their ideas logically and provide supporting evidence in a sustained manner;

evaluate conclusions and premises in academic arguments and produce sound arguments;

use language competently, showing awareness of written (and/or oral) conventions relevant to the discipline;

use appropriate models of organization and presentation as required in the relevant discipline

use statistics (where necessary) effectively in support of their ideas;

identify and illustrate discipline-specific jargon;

analyse, evaluate and critique the ideas of others.

6.

demonstrate a responsible attitude towards scholarship and technology;

use scientific methods of investigation, testing and evaluation;

select technology to suit the needs of the individual or group;

use natural resources in a sustainable way;

show respect for and a responsible/ethical attitude towards science and technology;

show respect and openness towards the psychological, health and physical environment of others.

7.

demonstrate their prior knowledge and experience as it is relevant to their discipline;

connect the abstract knowledge of theory to the reality of their individual contexts;

draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them;

look beyond and across traditional disciplinary boundaries for possible solutions;

Developmental:

1.

follow academic conventions regarding referencing and avoid plagiarism;

apply what they study in different contexts, both personal and public, real and simulated;

show evidence of advanced study and research skills (e.g. analysis and synthesis).

2.

display tolerance of diversity and other opinions;

show willingness to participate in or lead groups;

demonstrate willingness to take considered/informed risks;

apply what they know and study in culturally diverse contexts;

apply what they know and study at different levels, from personal to academic contexts.

3.

show awareness of cultural diversity;

demonstrate awareness of their own culture and background;

demonstrate tolerance of diversity and the opinions of others;

use various skills to draw out the cultural accomplishments of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc);

4.

illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the Hons BA and those of the community at large (local and global);

make connections from theoretical knowledge to practical allocation in the real world;

identify the Hons BA skills which are highly valued in the workplace, within the relevant discipline;

use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity;

deal effectively with unknown problems and tasks set them on the job, in the real world, by drawing upon the skills from the Hons BA (critical thinking, problem-solving, conflict resolution, etc);

demonstrate a work ethic that shows responsibility and accountability towards the employer and the client or community.

5.

create job opportunities in whatever situation they find themselves;

have a realistic view of their own worth and value to contribute to their local community and global society;

communicate that value to others in the real world;

demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the Hons B A qualification;

deal with various unknown situations with flexibility and adaptability.

Specific:

Evidence generated through tasks in study materials, written (and in some cases oral) assignments, portfolio tasks, projects, practical assignments, case studies and examinations, will show that graduates can:

1.

identify significant problems and problem-areas in the relevant discipline/field of study;

describe and analyse the main issues involved;

take an academically reasoned position on such issues;

solve problems both practical and abstract in the relevant discipline/field of study.

2.

review and integrate the most important literature (both books and journals), and where necessary conduct independent searches for sources;

where relevant contextualise problems studied within their own experience;

take cognisance of divergent viewpoints and critically evaluate their relative merits;

formulate sustained and coherent arguments in response to a variety of discipline-related issues.

3.

collect, organize and evaluate information relevant to the discipline/field of study (critical study of representative secondary literature, interviews and/or questionnaires);

document problems and select appropriate methods to be followed in attempting to generate solutions;

apply theories and models to collected data;

make reasoned theoretical judgements.

4.

use resources such as the relevant journals, specialist bibliographies and websites;

use accepted research methods and subject-specific academic conventions in structuring and presenting an argument;

demarcate the scope of research, for a limited project, under supervision.

5.

use an acceptable discipline-related academic style;

communicate material according to standard academic conventions of presentation (e.g. structuring, referencing, bibliographies).

Integrated assessment:

Formative assessment: The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

Summative assessment: Examinations, or equivalent assessment such as a research essay or portfolio in order to determine a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests students' ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. In creative disciplines such as art summative assessment focuses on the integration of skills and knowledge in the production of art works.

Integrated assessment: All assessment will integrate knowledge, skills and attitudes and applied competence.

INTERNATIONAL COMPARABILITY

UNISA forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly; for example, UNISA's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook.

ARTICULATION OPTIONS

1. The qualification will articulate with those of other tertiary institutions and with other qualifications. For example, recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

2. Upon completion of the Hons BA students have a number of options for further study. For example, students may proceed to postgraduate study at M.A. level.

MODERATION OPTIONS

1. Within UNISA, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

2. In addition, external examiners act as moderators of examination papers and marked scripts for UNISA Hons BA modules.

3. In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

1. Our own staff will be used as assessors in a manner that fits into the quality management system of UNISA and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment might be initiated for some learning programmes leading to the Hons BA.

2. The quality management system:

Qualifications: The minimum requirement for appointment as a lecturer or external marker at UNISA is an honours degree and appropriate experience. Where possible, lecturers involved in Honours programmes should themselves hold at least a master's qualification. In the case of workplace assessment, appropriate professional criteria will be drawn up for each programme.

Mentorship: All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.

Training: All new members of staff undergo an orientation session with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

NOTES

N/A

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.

1.	University of South Africa