|
|
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 Indigenous Knowledge Systems |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 63429 | Bachelor of Indigenous Knowledge Systems | |||
| ORIGINATOR | ||||
| TT - Indigenous Knowledge Systems | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report. | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National First Degree | Field 07 - Human and Social Studies | Rural and Agrarian Studies | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 480 | Level 7 | NQF Level 08 | Regular-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 | 2029-06-30 | |||
| 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 |
| Purpose:
This is a multi-disciplinary Qualification which has been designed to prepare learners with the necessary knowledge, skills and values of Indigenous Knowledge Systems (IKS), which will enable them to pursue careers as practitioners in various fields and contexts. The Qualification is based on a holistic approach to understanding IKS and lays a solid foundation for learners to gain academic and practical competencies which will enable them to apply theoretical knowledge and understanding in a range of contexts which includes but is not limited to health sciences, traditional leadership, tourism, communication, agriculture, nature conservation, arts and culture, heritage, education, law, human and social sciences, physical planning and construction. The multi-disciplinary nature of this Qualification will enable learners to promote IKS within various communities of practice, through being conversant with the concepts, theories, philosophies and values of IKS. In addition, the structure of the Qualification provides scope for specialisation in a domain of IKS, which is relevant to the learner's area of interest or work. The Qualification will also equip learners with sufficient research competencies to undertake further studies at a higher level. Rationale: This Qualification has been designed to meet a critical need and shortage of skills in the country through ensuring the development and recognition of learners who will promote and enable Indigenous Knowledge Systems (IKS) to play a greater role in strengthening and contributing to social and economic transformation across different contexts in South Africa. The influence and effects of globalisation on knowledge systems mean that there is a greater need to challenge orthodox ways and help to create a platform to bridge IKS with other knowledge systems. In addition the Bachelor: Indigenous Knowledge Systems Qualification is critical for: The learning pathway for learners exiting this qualification is as follows: |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| It is assumed that learners have achieved competency in the following:
Recognition of Prior Learning: This Qualification may be achieved in part (or whole) through the recognition of relevant prior knowledge, learning and/or experience. The learner must be able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification. As part of the provision of recognition of prior learning providers are required to develop a structured means for the assessment of individual learners against the Exit Level Outcomes of the Qualification on a case-by-case basis. A range of assessment tools and techniques should be used which have been jointly decided upon by the learner and the assessor. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors. The same principles that apply to assessment of this Qualification also apply to recognition of prior learning. Learners may provide evidence of prior learning for which they may receive credit towards the qualification by means of portfolios or other forms of appropriate evidence as agreed to between the relevant provider and relevant Education, Training and Quality Assurance (ETQA) body or ETQA that has a Memorandum of Understanding in place with the relevant ETQA. RPL is particularly important, as there are people in the profession with a variety of qualifications of differing quality and scope. It is important that an RPL process be available to assist in making sense of existing qualifications, and helping to standardise qualifications towards a common standard. Access to the Qualification: It is recommended that learners who wish to enrol for this Qualification should be in possession of a Matriculation exemption Qualification or relevant skills and experience at the discretion of the provider or the destination institution. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| In order to be credited with this Qualification, learners are required to achieve a minimum of 480 credits.
The Fundamental component (minimum 120 credits) is compulsory and covers the following knowledge areas: The Core component (minimum 240 credits) is compulsory and covers the following knowledge and application areas: The Elective component (minimum 120 credits) includes the following practical placement specialisation options: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate knowledge and application of the major concepts, theories and methodologies related to Indigenous Knowledge Systems.
2. Engage with and communicate the discourses of Indigenous Knowledge Systems. 3. Demonstrate knowledge and understanding of the inter-dependence and inter-relationship between different knowledge systems. 4. Plan and conduct research in a specific IKS specialisation relating to a particular context of practice and application. Critical Cross-Field Outcomes: This Qualification addresses the following Critical Cross-Field Outcomes: Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made when: Working effectively with others as a member of a team, group, organisation or community when: Organising and managing oneself and one's activities responsibly and effectively when: Collecting, analysing, organising and critically evaluating information when: Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion when: Using science and technology effectively and critically, showing responsibility towards the environment and health of others when: Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when: Contribute to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance when: Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of: |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit-Level-Outcome 1:
1.1 The concept of Indigenous Knowledge Systems (IKS) is defined and distinguished from other bodies of knowledge. 1.2 The concepts of evolution, ecology and cosmology are explained in terms of their relationship with Indigenous Knowledge Systems. 1.3 Theories of IKS are defined, analysed and synthesized to show the relationship with other knowledge systems. 1.4 The concepts, theories, methodologies and values of IKS are understood and applied to relevant situations. 1.5 A critique is made of the dominant perspectives of IKS and an indication is given of the limitations and strengths of each in the context of application. Associated Assessment Criteria for Exit-Level-Outcome 2: 2.1 Different types of Indigenous Knowledge Systems (IKS) are discussed and analysed in terms of their dynamic nature and related values. 2.2 The realities and theories of IKS are interrogated in terms of their contribution to other knowledge systems. 2.3 The potential of IKS for social and economic transformation is analyzed in order to determine its contribution to sustainable development. 2.4 The role of IKS related values is acknowledged, explained and applied in order to promote social cohesion and nation building. 2.5 The values and range of IKS paradigms are applied to current specific situations. Associated Assessment Criteria for Exit-Level-Outcome 3: 3.1 The roles of Indigenous Knowledge Systems are discussed and interrogated in terms of their contribution to solving social problems. 3.2 Applicable IKS theories and methodologies are used to analyze and propose solutions to social problems. 3.3 Social issues are evaluated using IKS theories and methodologies for strategic decision making. 3.4 Life cycles across indigenous communities are evaluated to demonstrate the interrelationship and interdependence between different knowledge systems. Associated Assessment Criteria for Exit-Level-Outcome 4: 4.1 A research proposal is formulated which identifies a problem related to a particular IKS context of practice and application. 4.2 Research methodologies are analyzed for their relevance to the specific research topic. 4.3 Research is conducted in accordance with the research proposal and prescribed ethical principles using the relevant research methodology. 4.4 Findings, conclusions and recommendations presented are relevant to the research proposal and consistent with supporting data. 4.5 Research findings are reported and a critical reflection of the IKS strategies and processes is made for future IKS research. Integrated Assessment: The importance of integrated assessment is to confirm that the learner is able to demonstrate applied competence (practical, foundational and reflexive) and ensure that the purpose of this Qualification is achieved. Both formative and summative assessment methods and strategies are used to ensure that the Exit Level Outcomes and the purpose of the Qualification are achieved. Learning, teaching and assessment are inextricably linked. Learning and assessment should be integrated and assessment practices must be fair, transparent, valid and reliable. A variety of assessment strategies and approaches must be used. This could include tests, assignments, projects, demonstrations and/or any applicable method. Evidence of research capability must be demonstrated through the submission of original work which speaks to analytical thinking, problem solving, and integration of theory and practice as deemed appropriate at this level. Formative assessment is an on-going process which is used to assess the efficacy of the teaching and learning process. It is used to plan appropriate learning experiences to meet the learner's needs. Formative assessments can include a mix of simulated and actual (real) clinical practice or authentic settings. Feedback from assessment informs both teaching and learning. If the learner has met the assessment criteria then s/he has achieved the Exit Level Outcomes of the Qualification. Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the Qualification. Such judgement must include integrated assessment(s) which test the learners' ability to integrate the larger body of knowledge, skills and attitudes, which are represented by the Exit Level Outcomes. Summative assessment can take the form of oral, written and practical examinations as agreed to by the relevant ETQA. Integrated assessment must be designed to achieve the following: |
| INTERNATIONAL COMPARABILITY |
| In ensuring international comparability, the Bachelor of Indigenous knowledge Systems degree was compared against the norms and standards contained in the qualification frameworks developed for Canada, Alaska, Australia and New Zealand. In addition, the qualification standard was constructed bearing in mind the design of first bachelor degrees in the arts, humanities and social science degrees as well as professional degree qualifications.
The South African Bachelor of Indigenous Knowledge Systems is a qualification that has been designed to focus on competencies specific to Indigenous Knowledge Systesms (IKS) and will enable learners to specialise in a particular area of IKS as part of the Elective component. The countries of Canada, Alaska, Australia and New Zealand have been chosen as a point of reference in terms of best practice models because they offer particular specialisations in Qualifications relating to Indigenous Knowledge Systems. Alaska: At the University of Alaska Fairbanks in the United States of America (USA) the Indigenous Knowledge Systems and Alaska Native Ways of Knowing programme prepares learners to understand the processes of learning that occur within and at the intersection of diverse world views and knowledge systems. The comprehensive programme offered focuses on educational initiatives that are closely articulated with the emergence of a new generation of indigenous scholars who are seeking to move the role of indigenous knowledge and learning from the margins to the centre of the educational research arena. This programme specifically focuses on the Alaskan content. In the USA similar components of learning are offered in this programme which compare favourably to the Bachelor of Indigenous Knowledge Systems qualification. The specific components of the programme which are similar include: The Alaskan programme compares well with the South African Qualification in that it focuses on embracing a comprehensive approach to Indigenous Knowledge Systems and fostering critical thinking processes of learners in order to challenge the most intractable and salient issues of our times. Australia: Courses relating to Indigenous Knowledge Systems are offered in Australia at the following: The programmes offered at the above Institutions enable learners to gain an understanding of the cultures, histories and contemporary issues that apply to Indigenous Australians prior to and following European settlement. In particular, the course curriculum focuses on similar learning as reflected in the Bachelor of Indigenous Knowledge Systems qualification with particular reference to: The courses offered above specifically focus on social science components of Indigenous Knowledge relating to language and literature, law, politics, material culture and Performing Arts. These components are included in the Bachelor of IKS but there is more emphasis on Indigenous science and technological components in the Qualification. New Zealand: In New Zealand the Centre for Pacific Studies at the University of Auckland prepares learners to examine critically the relationship between 'Pacific Indigenous Knowledge Systems' and 'Western science' and their accounts of the natural world with specific reference to the islands of the Pacific which includes New Zealand. The critical features of this programme which compare well with the South African Qualification enable learners to: India: Universities in India offer courses mainly in traditional medicine with homeopathy as an indigenous form of treatment. Other courses include gender related components such as comparative studies of classical Hindu typologies of womanhood compared to alternative modern and contemporary models. Other courses also include indigenous classical language and arts studies. The Bachelor of IKS focuses on comparative methodologies but may need to include more reference to gender specific studies at a later stage. Egypt: In Egypt, the programmes relating to Indigenous Knowledge which are offered by universities (specific name of institution) focus predominantly on Indigenous Archaeology and Rock Art. Other courses offered include indigenous cultural Arabic languages and indigenous environmental studies. Some of these aspects are covered in the Bachelor of IKS but the design allows for additional Elective specialisations to be added at any point in time. Kenya: Programmes which embrace IKS in Kenya are included as specialisations in a range of Bachelor and Master degree qualifications. In particular, courses are offered on the following: The Bachelor of IKS qualification includes reference to the above courses offered except for Indigenous music. This aspect can be included as an Elective specialisation at a later stage. Canada: The Bachelor of Indigenous Knowledge Systems is similar to the Canadian qualification offered by the Indigenous Peoples Program of the Centre for Continuing and Distance Education (CCDE) at the University of Saskatchewan. This programme offered in Canada studies proficiency in cross-cultural sensitivities, especially with regard to issues involving Indigenous communities in the Americas, with emphasis on the Saskatchewan people. The core content of the programme covers the following aspects: In addition, the programme creates practical opportunities for learners to learn new perceptual categories through learning an Indigenous language as well as allows for cultural immersion experiences in an Indigenous community in Canada. The Bachelor of IKS is similar to the Canadian programme as it covers competencies which allow learners to acquire knowledge and skills relating to cross-cultural sensitivities, particularly when conducting research in the field. The South African qualification also compares well with the components of the Canadian qualification which cover similar components including: The curricula in the programmes/courses offered by institutions internationally are comparable with the Bachelor of Indigenous Knowledge with a common feature of exploring the relations between Indigenous peoples and the wider community, encompassing insights and analysing social and cultural experiences from both Indigenous and non-Indigenous sources. The Bachelor IKS qualification has a range of distinctive characteristics not necessarily present in other international qualifications at this level of complexity, nor found in the initial parts of programmes that lead directly to Honours degrees, Masters or PHD qualifications. In essence the competencies in the standard of international education accomplishments are stressed as only one part of balanced personal development, whilst the Bachelor of Indigenous Knowledge Systems degree qualification provides a more holistic development of the learner. He point of departure of the South African Qualification model from International programmes/course is a heavy emphasis on Science and Technological issues. In setting the standard for the Bachelor of Indigenous Knowledge Systems qualification the focus was on developing a learner's knowledge and understanding of indigenous and local culture, and societies and their relationships within a framework that promotes ethical understanding, action and empowerment which can then be applied in a range of contexts. The competency standards in the Qualification were developed and compared with expertise in comparative epistemologies, work across cultural and international boundaries in pursuing research on Indigenous and local communities in South Africa and the region, sensitivity to diverse spiritualities and social concomitants of learning and understanding. Overall the Bachelor of IKS compares best with the Canadian and Alaskan models of qualifications which embrace IKS using a more holistic and multi-disciplinary approach. |
| ARTICULATION OPTIONS |
| This Qualification articulates vertically with the following Qualifications at NQF Level 8:
This Qualification articulates horizontally with the following Qualifications at NQF Level 7: |
| MODERATION OPTIONS |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| Assessors must be registered as assessors with a relevant accredited ETQA. Providers must also be accredited as providers with a relevant accredited ETQA. Providers will primarily use their own qualified staff as assessors but may, if they wish make use of tutors and/or outside accredited assessors or assessment agencies provided that the provider monitors the process.
Internal and external assessors must have an appropriate qualification at least at the level of the Qualification or appropriate experience in Indigenous Knowledge Systems. |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| Qualification Range:
|
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| NONE |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: |
| 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. |
| NONE |
| 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. |