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 Science Honours 
SAQA QUAL ID QUALIFICATION TITLE
6085  Bachelor of Science 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 10 - Physical, Mathematical, Computer and Life Sciences  Physical Sciences 
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
101036  Bachelor of Science Honours in Geography  Not Applicable  NQF Level 08  120  Complete 
101038  Bachelor of Science Honours in Environmental Monitoring and Modelling  Not Applicable  NQF Level 08  120  Complete 
101039  Bachelor of Science Honours in Environmental Management  Not Applicable  NQF Level 08  120  Complete 
101048  Bachelor of Science Honours in Computing  Not Applicable  NQF Level 08  120  Complete 
101049  Bachelor of Science Honours in Astronomy Education  Not Applicable  NQF Level 08  120  Complete 
101050  Bachelor of Science Honours in Chemistry Education  Not Applicable  NQF Level 08  120  Complete 
101051  Bachelor of Science Honours in Computing Education  Not Applicable  NQF Level 08  120  Complete 
101052  Bachelor of Science Honours in Life Sciences Education  Not Applicable  NQF Level 08  120  Complete 
101053  Bachelor of Science Honours in Mathematics  Not Applicable  NQF Level 08  120  Complete 
101054  Bachelor of Science Honours in Physics Education  Not Applicable  NQF Level 08  120  Complete 
101055  Bachelor of Science Honours in Science Education  Not Applicable  NQF Level 08  120  Complete 
101056  Bachelor of Science Honours in Statistics Education  Not Applicable  NQF Level 08  120  Complete 
101057  Bachelor of Science Honours in Technology Education  Not Applicable  NQF Level 08  120  Complete 
101061  Bachelor of Science Honours in Astronomy  Not Applicable  NQF Level 08  120  Complete 
101062  Bachelor of Science Honours in Chemistry  Not Applicable  NQF Level 08  120  Complete 
101063  Bachelor of Science Honours in Physics  Not Applicable  NQF Level 08  120  Complete 
101064  Bachelor of Science Honours in Statistics  Not Applicable  NQF Level 08  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to provide Hons BSc graduates with the knowledge, specific skills and applied and theoretical competence in a number of Science fields to provide opportunities for continued personal intellectual growth, gainful economic activity and valuable contributions to society.

A second purpose of the qualification is to provide South Africa (and other countries) with graduates in a number of learning fields in order to ensure that the leadership base of innovative and knowledge-based economic and scholarly activity is widened.

A third purpose of the qualification is to provide South Africa (and other countries) with people who can perform a constructive role they need to play as intellectual leaders in their society. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • learn from predominantly written material
  • comprehensibly 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 BSc degree to register for the Hons BSc.
    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. 
    		•

    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:

    1 The Hons BSc graduate can identify, analyse, formulate, and solve convergent and divergent problems in science and technology creatively and responsibly.

    2 The Hons BSc graduate can work effectively with others as a leader of a team, group, organization, community, and provide leadership to the group output in tasks growing out of the fields traditionally considered as Science and Technology.

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

    4 The Hons BSc graduate can collect, analyse, organize and critically evaluate information, especially in a laboratory environment as required in the pursuit of the BSc (Honours).

    5 The Hons BSc 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 BSc 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 BSc 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 Outcomes:

    1 The Hons BSc graduate can reflect on and explore a variety of strategies to learn more effectively.

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

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

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

    Specific Outcomes:

    1. Engage in critical and creative thinking and demonstrate an understanding of concepts, principles and constructed knowledge predominantly in one discipline or field of study on an advanced level

    2. Deal with problems in the relevant fields and individual disciplines on an increasingly advanced level.

    3. Demonstrate an increasingly advanced understanding of the impact of technology on production, acquisition and dissemination of scientific knowledge and skills.

    4. Use appropriate scientific methods to access and use knowledge and begin to apply research skills and techniques in specific scientific disciplines/fields.

    5. Communicate knowledge about the discipline clearly and systematically. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria associated with Critical Cross-field Outcomes:

    1. Identify, analyse and solve complex and advanced abstract problems by drawing on their own experience as well as theoretical knowledge within a major discipline or field of study.
  • identify, analyse and solve concrete and abstract problems by drawing on the theoretical knowledge and experiential base of a single discipline or across interdisciplinary lines in science and technology.
  • identify, analyse and solve problems in a variety of routine and non-routine contexts within a discipline or field of study.
  • use their knowledge and experience to offer informed suggestions for solving 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 own views.
  • offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc.) to support their stated views.
  • analyse the global, national and local community in terms of problems, needs, opportunities related to science and technology.

    2. Show evidence of 'people skills'(tolerance, empathy, listening skills, etc.) in group situations.
  • demonstrate respect for the scientific opinion of others 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 scientific communication skills within the group.
  • lead people effectively within the limits of their own competence.
  • are supportive followers and group participants.
  • organize themselves and others into effective working groups.
  • communicate the evidence of these group interactions through (written, oral, and/or modern data and telecommunication media) reporting.

    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 research skills within a discipline or field of study.
  • use library and other resources such as computers 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.
  • apply relevant discipline-related conventions and guidelines to their academic and personal purposes.
  • critically evaluate theories, examples, experimental results, etc.
  • argue appropriately within the relevant discourse community.

    5. Communicate their ideas and provide supporting evidence in a sustained manner.
  • responsibly use the ideas of others in support of their own (without plagiarism, etc.).
  • evaluate conclusions and premises in academic arguments.
  • follow the literacy and numeracy 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.
  • identify and illustrate discipline-specific jargon.
  • use language to analyse, evaluate and critique the ideas of others.

    6. Use scientific methods of investigation, testing and evaluation (see number critical cross-field outcome 1).
  • select technology to suit the needs of the individual or group.
  • use natural resources in a sustainable way.
  • show respect for and a responsible attitude towards science and technology.
  • demonstrate a consideration of the ethics involved in science and technology issues.
  • show respect and openness towards psychological, health and physical environment of others.

    7. Draw upon their prior knowledge (personal and theoretical) and personal experience as appropriate when investigating and analysing real world problems.
  • use interdisciplinary methods to solving science and technology related problems.
  • follow an integrated approach to learning and studying.

    Assessment Criteria associated with Developmental Outcomes:

    1. 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. Value 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.
  • contribute to the skilled staffing needs in Science and Technology in a developing economy.

    3. Show awareness of cultural diversity and its impact on Science and Technology development and application.
  • use various skills to draw out the cultural accomplishments and contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc.).
  • critically demonstrate an understanding of the role of science and technology in social development.
  • illustrate the value of open-mindedness and tolerance to self and others.

    4. Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the BSc (Honours) and those of the community at large (local and global).
  • make connections from theoretical knowledge to practical allocation in the real world.
  • identify the BSc (Honours) 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 BSc(Honours) (critical thinking, problem-solving, hypothesising, abstraction, numeracy, 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 BSc(Honours) qualification.
  • deal with various unknown situations with flexibility and adaptability.

    Assessment Criteria associated with Specific outcomes:

    1. Communicate their understanding of the discipline / field of study coherently and logically.
  • analyse and reflect on theory of one selected major discipline in the relevant field of study.
  • apply theory to practice through laboratory and/or field experiments, computer applications, mathematical and/or statistical modelling, etc.

    2. Apply scientific and technical knowledge, skills and attitudes to problems in the selected discipline in innovative ways.
  • identify problems and describe how scientific knowledge and skills can contribute to the management, development and utilization of natural and other resources in the specific area of specialization.
  • use scientific knowledge and skills to support responsible decision making and formulate appropriate solutions.
  • formulate appropriate responses to resolve both concrete and abstract problems in relevant fields and individual disciplines.

    3. Use technology in appropriate contexts to access, process, store or distribute knowledge, ethically and responsibly.
  • reflect on the scope and limitations of technology in particular scientific fields and how technology might reflect biases and create ethical and responsible strategies to address imbalances.
  • analyse the impact of technology on society within specific fields.

    4. Collect, analyse, organize and evaluate information and ideas from a variety of sources in various fields and specific disciplines.
  • critically evaluate and integrate information from different sources to address problems in the relevant field(s).
  • critically connect theories to the problems in the relevant field(s).
  • use theories from one or more fields to address problems within another field.
  • apply relevant knowledge to authentic and simulated scenarios.
  • use process skills such as laboratory experimentation and computation to investigate phenomena in science and technology to support theory.
  • apply knowledge and skills in innovative ways to problems.

    5. Use an acceptable discipline-related academic style.
  • communicate material according to standard academic conventions of presentation.

    Integrated assessment for the purpose of the qualification:

    1. 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.

    2. Summative assessment: Examinations, or equivalent assessment such as a research report 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.

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

    INTERNATIONAL COMPARABILITY 
    International comparators:
    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 BSc, students have a number of options for further study. For example, students may proceed to study at the MSc level. 

    MODERATION OPTIONS 
    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.

    In addition, external examiners act as moderators of examination papers. 

    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.

    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.
    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 


    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.