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 Administration Honours 
SAQA QUAL ID QUALIFICATION TITLE
5679  Bachelor of Administration 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 03 - Business, Commerce and Management Studies  Public Administration 
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 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to provide Hons BAdmin graduates with the systematic knowledge, specialized skills, applied competence and necessary attitudes in the fields of development and public administration to make them lifelong learners, employable workers/entrepreneurs and contributors to development and public administration in various public and civic contexts.

A second purpose of the qualification is to provide South Africa (and other countries) with graduates in development and public administration with in-depth knowledge and the confidence to identify and define complex problems to widen the leadership base of innovative and knowledge-based economic and scholarly activity.

A third purpose of the qualification is to provide South Africa (and other countries) with people who can play a constructive role as change agents in the field of development and public administration. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • Learn from predominantly written material.
  • Communicate knowledge of the discipline/field of study coherently and logically in the medium of instruction.
  • 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 BAdmin degree to register for the Hons BAdmin.
  • 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 may 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. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    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. 

    EXIT LEVEL OUTCOMES 
    Critical cross-field outcomes:

    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 programmes. The distance education context has particular challenges, which we try to meet below:

    1. The Hons BAdmin graduate can identify, analyse, formulate, and solve convergent and divergent problems in public and non-governmental spheres through critical thinking.

    2. The Hons BAdmin graduate can work effectively with others as a leader of a team, group, organization, community, and provide leadership to the group output in public and non-governmental spheres.

    3. The Hons BAdmin graduate can manage and organize her or his activities and life responsibly and effectively, including her or his studies and career.

    4. The Hons BAdmin graduate can collect, analyse, organize and critically evaluate information.

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

    6. The Hons BAdmin graduate can, where appropriate, 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. The Hons BAdmin graduate 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 each learner 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. The Hons BAdmin graduate can reflect on and explore a variety of strategies to learn more effectively.

    2. The Hons BAdmin graduate can participate as a responsible citizen in the life of local, national and global communities.

    3. The Hons BAdmin graduate can be culturally and aesthetically sensitive across a range of social contexts.

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

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


    Specific:

    The Hons Badmin student is actively engaged in becoming a well-rounded, educated person and in preparing for further, more specific study or the work environment. As such she or he develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification variously in the SAQA fields of 03: Business, Commerce and Management Studies, 07: Human and Social Studies, 10: Physical, Mathematical, Computer and Life Sciences.

    Hons BAdmin graduates can:

    1. Engage in critical thinking and problem solving in studying topics of a complex and specialised nature.

    2. Reflect on their own knowledge and practice in the light of the theory and practice of the chosen discipline or field of study.

    3. Conduct research in the field of study.

    4. Communicate knowledge about the field of study 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 that graduates:

    1.
    o Identify, analyse and solve complex, concrete and abstract problems by drawing on their own experience as well as theoretical knowledge within a major discipline of field of study.
    o Identify, analyse and solve concrete and abstract problems by drawing on the theoretical knowledge and experiential base of one or more subjects of specialization.
    o Use their knowledge, experience and commitment to offer systematic and creative suggestions for solving problems at a community, municipal, provincial, national or international level.
    o Solve problems by generating effective managerial, administrative and business strategies for dealing with problems relating to poverty and public administration.
    o Critically evaluate various theoretical viewpoints and compare them to own views.
    o Offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc.) to support their stated views.
    o Analyse the global, national and local community in terms of problems, needs, opportunities.

    2.
    o Show evidence of 'people skills'(tolerance, empathy, listening skills, etc.) in group situations.
    o Demonstrate respect for the opinion of others through (written and/or oral) reporting without bias.
    o Demonstrate tolerance of diversity through (written and /or oral) reporting without bias
    o Undertake projects of a theoretical and/or practical nature to provide evidence of successful interaction with others.
    o Use advanced communication skills within the group.
    o Lead people effectively in the fields of public and developmental administration
    o Are supportive followers and group participants.
    o Organize themselves and others into effective working groups.
    o Communicate the evidence of these group interactions through (written and/or oral) reporting.
    o Demonstrate understanding of the dynamics of groups and groupings in the public and non-governmental sector.

    3.
  • Demonstrate the requisite theoretical skills and learning strategies.
  • Organize their study plans and engage in effective time management.
  • Evolve strategies best suited to their personal situations and contexts.
  • Think independently, and offer sustained theoretical evidence to support their decisions.
  • Assess their own strengths and weaknesses and develop organizational strategies.

    4.
  • Demonstrate increasingly competent 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 a researcher and scholar (e.g. appropriate referencing, avoiding plagiarism, etc.).
  • Follow the conventions of scholarship in the discipline under study.
  • Use discipline-related conventions and guidelines relevant to their academic, professional and personal purposes.
  • Critically evaluate theories, examples, experiences, etc.
  • Argue appropriately within the relevant discourse community.

    5.
  • Communicate their ideas and provide supporting evidence in a sustained manner.
  • Use language accessible to the community in which they are working.
  • Evaluate conclusions and premises in academic arguments.
  • Follow the language conventions of written (and/or oral)use in the respective discipline.
  • Use appropriate models of organization and presentation as required in the relevant discipline.
  • Use statistics (where necessary) effectively in support of their ideas.
    o Identify and illustrate discipline-specific jargon.
    o Use language to analyse, evaluate and critique the ideas of others.

    6.
    o Use scientific methods of investigation, testing and evaluation
    o Select technology to suit the needs of the individual or group.
    o Use and promote the use of natural resources in a sustainable way.
    o Show respect for and a responsible attitude towards science and technology.
    o Demonstrate a consideration of the ethics involved in science and technology issues.
    o Show respect and openness towards psychological, health and physical environment of others.

    7.
    o Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them.
    o Look beyond and across traditional disciplinary boundaries for possible solutions.
    o Relate effective development and public administration to broader socio-economic issues.


    Developmental:

    1.
    o Apply what they study in different contexts, both personal and public, real and simulated.
    o Show evidence of advanced study and research skills (e.g. analysis and synthesis).

    2.
  • Manage diversity to achieve optimum effectiveness in development and public administration.
  • 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 professional contexts.

    3.
  • Assess the impact of cultural diversity on development and public administration.
  • Use various skills to draw out the cultural accomplishments and contexts 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 BAdmin 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 BAdmin 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 to them on the job, in the real world, by drawing upon the skills from the Hons BAdmin (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.
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the Hons BAdmin qualification.
  • Deal with complex situations with flexibility and adaptability.


    Specific:

    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 that Hons BAdmin 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
  • Assess the impact of public sphere policy (including legislation) on society
  • Assess the impact of institutional structures on society
  • Identify and understand issues of reconstruction and development in developing states
  • Apply management theories to practical situations in the public and non-governmental spheres
  • Perform a social-critical role in society (including public life)

    2.
  • Where relevant, contextualise problems studied within their own experience
  • Take cognisance of divergent viewpoints and critically evaluate their relative merits to arrive at own viewpoint
  • Formulate sustained and coherent arguments in response to a variety of discipline-related issues
  • Formulate responses to resolve concrete and abstract problems in public and non-governmental contexts
  • Pay attention to detail
  • Apply learning from individual experience and academic disciplines to political, social, cultural, technological and economic realities, locally and globally

    3.
  • Document researchable problems
  • Demarcate the scope of research, for a limited project, under supervision
  • Conceptualise research topic within existing field of discourse and literature
  • Compile a research design in relation to a research problem
  • Conduct an independent search for relevant sources such as the relevant journals, specialist bibliographies, websites, official publications, file systems and archives
  • Review and integrate the most important literature
  • Identify, define and distinguish between the various research methods in the social sciences (e.g. quantitative, qualitative and participatory action)
  • Choose and apply the most applicable research methods and strategies for research problems in their field of research
  • Apply theories and models in the analysis and interpretation of collected data
  • Make reasoned theoretical judgements

    4.
  • Use an acceptable subject-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 wok and limited number 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 the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.
  • 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 qualification. 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 BAdmin students have a number of options for further study. For example, students may proceed to postgraduate study at MAdmin 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 third-level modules. 

    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 BAdmin.

    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: 
     
    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 


    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.