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 Diaconiology Honours

SAQA QUAL ID	QUALIFICATION TITLE
6149	Bachelor of Diaconiology 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 07 - Human and Social Studies		Religious and Ethical Foundations of Society
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 BDiac graduates with the knowledge, specific skills, attitudes and applied competence for beginning professionals within the caring fields (youth work, community ministry, community development, etc.) which contribute towards the comprehensive healing and development of society.

A second purpose of the qualification is to provide South African and global communities with numbers of postgraduates in the human service delivery fields who are constructively involved in their communities as individuals, as leaders and as facilitators of social and personal transformation.

A third purpose of the qualification is to provide South Africa and global communities with experts in specific fields of knowledge who can do independent research and contribute to the intellectual development and expansion of their communities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners who register for this qualification can:

learn from predominantly written material, personal and group instruction and practical field experience;

communicate what they have learnt comprehensibly in the medium of instruction;

take responsibility for their own progress as well as the progress of others in their service fields;

demonstrate the ability to do independent research;

integrate previous knowledge with new challenges

Recognition of prior learning:

This qualification recognises:

Formal prior learning
Students need to have majored in the field/ discipline in which they register for Honours. Thus a students needs be in the possession of a BDiac degree or similar qualification to be able to register for the BDiac Honours degree.

Non-formal and informal prior experiential learning
The law currently requires students to have formal qualifications for admission to university degrees. However, student 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 the module. They may also be awarded blocks of credits towards elective modules.

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 Outcomes:

1 The Hons BDiac graduate can identify, analyse, describe, and evaluate problems and solutions related to human service delivery fields creatively (for example, youth work, community development and community ministry).

2 The Hons BDiac graduate can work effectively with others as a member of an interdisciplinary team, group, organization, community, and make a meaningful contribution to inter-group dynamics.

3 The Hons BDiac graduate can manage and organize herself or himself and her or his activities in a responsible and effective way.

4 The Hons BDiac graduate can scientifically collect, analyse, organize and critically evaluate information, in human service delivery fields.

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

6 The Hons BDiac graduate can use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in local, national and global contexts.

7 The Hons BDiac graduate can demonstrate an holistic understanding of the world as a set of related systems by recognising that individual, family, group, community, organizational, national and global problems do not exist in isolation.

Developmental Outcomes:

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

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

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

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

Specific outcomes:

1 The Hons BDiac graduate can interact with individuals, families, groups, organizations and communities.

2 The Hons BDiac graduate can help to heal, in various ways, individuals, families, groups, communities, and organizations

3 The Hons BDiac graduate can empower those in their communities during the implementation of individual, family, group, community and organization work.

4 The Hons BDiac graduate can facilitate social transformation.

5 The Hons BDiac graduate can identify, describe and evaluate problems and solutions related to cultural diversity in South African and global society.

6 The Hons BDiac graduate can relate / assess knowledge and its contribution to human development.

7 The Hons BDiac graduate can perform a social-critical role in society.

8 The Hons BDiac graduate can use appropriate research methodologies to access knowledge in disciplines/ fields.

9 The Hons BDiac graduate can demonstrate a sensitivity to attitudes and values relevant to a just and democratic society.

10 The Hons BDiac graduate can participate in creating and sustaining a just and democratic society.

11 The Hons BDiac graduate can practise the ethics pertinent to particular professions.

ASSOCIATED ASSESSMENT CRITERIA

Assessment criteria associated with Critical Cross-field Outcomes:

1. Collaborate with individuals, families, groups, communities and organizations.
* analyse social dynamics, problems, needs and opportunities.
* identify and describe problems in relevant fields of human service delivery.
* develop solutions appropriate to disciplines.
* formulate appropriate responses to solve concrete and abstract problems, for example in social work, youth work, community development and community ministry.
* deliver appropriate services to various sectors of communities.
* use their knowledge and experience to offer suggestions for solving problems at a community, national, international and global level.
* offer proposals for service delivery to the community.
* evaluate human service delivery comprehensively.

2. Show evidence of 'people skills' (tolerance, empathy, listening skills, etc.) in inter-personal situations.
* demonstrate an understanding of team, group, organization and community dynamics.
* 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 and provide evidence of successful interaction with others.
* use effective communication skills within the group.
* lead people effectively.
* are supportive followers and group participants.
* organise themselves and others into effective working groups.
* communicate the evidence of these group interactions through (written and/or oral) reporting.
* identify different roles of group members.
* contribute to a democratic group process.

3. Prioritise their activities.
* plan effectively.
* plan and implement further academic development.
* work efficiently.
* use creative and various learning strategies which suit their personal situations and contexts.
* cope with self-discipline.
* think independently, and offer evidence to support their decisions.
* assess their own strengths and weaknesses and develop coping strategies.
* demonstrate the ability to accept responsibility.

4. Formulate problems creatively.
* demonstrate increasingly advanced research skills.
* use library and other resources effectively in the research process.
* 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 various disciplines under study.
* apply ethical guidelines in research.
* critically analyse theories, examples, experiences, etc.
* argue appropriately within the relevant discourse community.
* demonstrate knowledge, insight and social sensitivity in the selection of research designs and paradigms.

5. Communicate their ideas and provide supporting evidence in a sustained manner.
* evaluate conclusions and premises in academic arguments and produce sound arguments themselves.
* follow the language conventions in the respective disciplines.
* use appropriate models of organization and presentation as required in the respective disciplines.
* use statistics appropriately and responsibly in support of their research.
* create and use visuals appropriately to support their ideas.
* identify and illustrate subject-specific jargon.
* assist others to speak for themselves.
* use language to critically analyse, evaluate and critique others' ideas.
* present information systematically.
* order information logically.

6. Use scientific methods of investigation, testing and evaluation.
* select appropriate technology to suit the needs of individuals, groups, families, organizations and communities.
* use other technology (computers, internet, etc.) where appropriate and feasible.
* use natural resources in a sustainable way.
* show respect for and a responsible attitude towards science and technology.
* show concern for health issues of others in community and larger society.
* demonstrate a consideration of the ethics involved in science and technology issues.
* show respect and openness towards the psychological, health and physical environment of others.
* reflect on professional role and values in the application of technology and technological development process in work with individuals, families, groups and communities.
* demonstrate a sensitivity towards the ecology in the application of technology.

7. Understand themselves from a defined perspective.
* apply theory in practice.
* 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.
* understand the principles, context and meaning of spirituality in a changing society.
* generate creative ideas and solutions in the solving of problems.
* begin to act as change agents.
* begin to empower individuals, groups, families and local and global communities.

Assessment criteria associated with Developmental Outcomes:

1. Learn by means of critical reflection and practical field experience.
* use help-seeking strategies to further their own learning and that of others.
* apply what they study in different contexts, both personal and public, real and simulated.
* show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).
* apply study group learning.
* use study resources (for example library, internet) effectively.

2. Display tolerance of diversity and other opinions, for example in issues of human rights, gender sensitivity, disability, ethnicity, classism, racism, linguicism, etc.
* show willingness to participate in groups.
* show insight into the process of moral decision-making.
* demonstrate willingness to express a point of view according to his or her principles in group situations.
* apply what they know and study in culturally diverse contexts.
* apply what they know and study at different levels, from personal to academic contexts.
* apply mediating strategies in a conflict situation.
* show the ability to participate in the ongoing process of globalisation.

3. Illustrate the value of open-mindedness, respect and tolerance to self and others.
* use various skills to draw out the cultural accomplishments and contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc).
* demonstrate a sensitivity to and an awareness of cultural diversity.
* demonstrate awareness of own culture and background.
* demonstrate tolerance of diversity and others' opinions.

4. Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the Hons BDiac and those of the community at large (local, national and global).
* make connections from theoretical knowledge to practical application in the real world.
* identify and implement the skills which are highly valued in the workplace.
* use the skills required for efficiency: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
* deal effectively with real life problems and tasks by drawing upon the skills from the Hons BDiac (critical thinking, problem-solving, conflict resolution, etc).
* demonstrate a work ethic which shows responsibility and accountability to the employer and the client / 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 (CV writing skills, oral communication skills, etc).
* demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the BDiac (Honours) qualification.
* deal with various unknown situations with flexibility and adaptability.
* demonstrate knowledge and understanding of consumer needs and social economic development in the community at a national and global level.
* apply entrepreneurial competences and skills in service delivery and job creation.
* reflect on professional role and values in the entrepreneurial process in service delivery and job creation.

Assessment criteria associated with Specific outcome:

1. Demonstrate understanding of human functional and dysfunctional individuals, families, groups, organizations and communities.
* communicate effectively with individuals, families, groups, organizations and communities.
* facilitate interaction between these groups.
* work with dynamics of interaction between individuals and groups in communities.

2. Demonstrate empathy by reacting to authentic and simulated "broken" situations.
* participate in community interactions dealing with healing.
* through group and team work, assess problem areas and growth potential within the individual, family, group, community and organization.
* help heal members of the community (individuals, groups, communities, etc.) through counselling, intervention, etc.
* give counsel appropriately to facilitate healing within the individual, family, group, community etc.
* show awareness of own limitations and when it is necessary to call on others (professionals, lay people, etc).

3. Empower individuals, families, groups, organizations and communities to discover potential areas for growth and development.
* facilitate problem-solving during the implementation of individual group and community work.
* enable members to help themselves.
* foster capacity building within the individual, family, group, community and organisation.
* collect, organize and evaluate information from a variety of sources in the community.
* distribute information as needed.

4. Facilitate interaction within groups.
* initiate process of change in individuals, families, groups, communities and organizations.
* apply counselling theories and models to real life situations as they arise in individuals, families, groups, communities and organizations.
* raise awareness of issues in the communities etc.
* generate possible solutions to problems.
* implement applicable social change theory models.
* manage change processes within individuals, families, groups, communities and organizations.
* apply mediating skills appropriately.

5. Show awareness of own culture and others in South African and global society.
* show interest in other cultures in South Africa and globally.
* analyse how cultural issues affect actions in authentic and simulated contexts.
* generate and evaluate alternative solutions.
* assess impacts and benefits of different solutions.

6. Relate knowledge to its contributions to human development.
* relate information from one discipline to another.

7. Use disciplinary- and interdisciplinary-based information related to particular problems (e.g. poverty, violence, racism, gender bias, community development etc.).
* use this information to explore relationships between social and cultural situations.
* take an informed stand on human and social issues with self-confidence and responsibility.

8. Collect, analyse, organize and evaluate information and ideas from a variety of sources in various fields and specific disciplines.
* critically evaluate information from different sources to solve problems in the relevant field(s).
* 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 solve problems within another field.
* apply past and present knowledge to authentic and simulated scenarios.
* apply past and present knowledge to solve problems in future contexts.
* identify patterns in child and youth work fields, both locally and globally, in order to generalize from a specific context to more universal contexts / principles.

9. Empathize with others.
* are receptive to different points of view.
* identify those things that we have in common and that make us human.

10. Question values, knowledge and culture, both own and others.
* operate as responsible individuals in a culturally diverse society, locally and globally.

11. Explain the need to act professionally and ethically.
* take responsibility within own limits of competence.
* exercise judgement commensurate with knowledge and experience.
* are accountable for achieving own output and / or group output.
* work productively.

Integrated assessment for the purpose of the qualification:

1. Formative assessment: Learning and assessment are integrated. The learners are continuously assessed through different strategies for example: self-assessment tasks with feedback, peer-assessment, verbatims, evaluation and practicals. 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 portfolio of evidence, assess 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

Huguenot College qualifications are Unisa's qualifications and as such 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. 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 BDiac, students have a number of options for further study. For example, students may proceed to a postgraduate study at Masters Level; e.g. coursework or research MDiac; a MA, MDiv or MTh study.

MODERATION OPTIONS

1. Within Huguenot College, 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 the department. In the case of examinations, a system of second examiners at Unisa is used to moderate question papers, the marking process and marked scripts.

2. In addition, external examiners, appointed by Unisa, act as moderators of examination papers, and marked scripts for all third- and fourth-level 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 which fits into the quality management system of the Huguenot College and Unisa. 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 BDiac (Honours).

2. The quality management system:

Qualifications:
The minimum requirement for appointment as a lecturer at Huguenot College 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 new members of staff are mentored by senior members as they work together in teams. All assessment done by staff members of the Huguenot College is re-assessed and quality controlled by members of the staff of Unisa and external markers.
Training:
All new members of staff undergo an orientation session in collaboration with the Bureau for University Teaching at the University of Stellenbosch. During an academic year the Huguenot College provides at least four training sessions for members of the staff.

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