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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts 
SAQA QUAL ID QUALIFICATION TITLE
73050  Bachelor of Arts 
ORIGINATOR
North West University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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:
The purpose of the Bachelor of Arts is to equip learners with advanced critical thinking and interdisciplinary skills grounded in humanistic and socially responsive perspectives. Learners will develop the capacity to engage with complex social issues, collaborate effectively in diverse environments, and apply ethical reasoning to real-world challenges. The qualification prepares learners to design, lead, and evaluate socially transformative projects while communicating and justifying evidence-based arguments informed by diverse academic and community knowledge.
The qualification offers an academic pathway that integrates theoretical knowledge and practical skills across the social sciences and humanities, particularly sociology, geography, economics, politics and industrial sociology. Upon completion, learners will be able to conceptualise, contextualise, and implement solutions to social challenges by drawing on interdisciplinary insights and understanding of global and local dynamics. Graduates will assume responsibility for conducting ethical, evidence-informed research, managing inclusive group projects, and contributing meaningfully to social justice and community development initiatives.

Upon completion of the qualification, the learner will be able to:
  • Critically analyse and respond to complex social issues by challenging dominant paradigms and developing innovative, humanistic solutions.
  • Engage respectfully and effectively in collaborative learning and work environments, supporting inclusive practices and shared growth.
  • Conceptualise and implement context-appropriate interventions based on interdisciplinary knowledge and critical evaluation of social, cultural, political, and economic factors.
  • Demonstrate autonomous ethical reasoning, making decisions that reflect principles of justice, accountability, and care in real-world contexts.
  • Lead socially engaged projects that promote equity and transformation, designing strategies with measurable impact and ethical awareness.
  • Critically assess, evaluate, and apply a range of credible academic and community information to inform reflective thinking and decision-making.
  • Construct and communicate coherent, well-supported arguments across diverse disciplines and perspectives, engaging respectfully with counterarguments.

    Graduate attributes include critical inquiry, interdisciplinary methods, ethical decision-making, teamwork, self-management, information literacy, and effective communication. These attributes will be integrated throughout the learning process to ensure holistic competence aligned with level descriptors and core cross-field outcomes.

    Rationale:
    This qualification has been developed to address a growing need for formal, structured learning within the interdisciplinary social sciences domain that integrates humanistic, ethical, and socially responsive approaches. The need for this qualification was identified through consultations with academic institutions, social science researchers, community organisations, and relevant professional bodies committed to social justice and community development. These stakeholders identified the urgent requirement for graduates capable of navigating and approaching complex social issues through critical thinking, ethical decision-making, and inclusive leadership. The qualification responds directly to national priorities by preparing learners to contribute to equitable social transformation, support inclusive governance, and promote sustainable community development. It supports economic growth by promoting social cohesion and empowering communities, which aligns with broader government and sector strategies targeting social innovation, equity, and the development of a knowledge-based economy.

    Typical learners attracted to this qualification include recent school graduates seeking foundational academic and practical knowledge in social sciences. It also attracts working professionals aiming to enhance their interdisciplinary skills for community development, policy analysis, and social project management. Learners are likely to pursue careers or further study in fields such as social research, community engagement, public policy, social work, and development studies. This qualification also serves as a foundational stepping stone toward advanced qualifications in social sciences, humanities, and professional development qualifications, enabling vertical and lateral articulation into more specialised or higher-level academic or vocational qualifications.

    Where required, professional registration, membership or licensing as required by recognised professional bodies, and proof of collaboration with the relevant stakeholders are linked to three learning pathways: general, vocational, and professional. The general pathway links to further education, the vocational pathway leads to occupations in the workplace and sectors, and the professional pathway leads to registration with statutory bodies. The Bachelor of Arts will follow a vocational and general pathway leading to employment and further education at NQF level 8.

    Graduates of this qualification are prepared for entry-level to intermediate roles in occupations such as social research assistants, community development facilitators, policy analysts, project coordinators, and advocacy officers. The qualification provides a structured learning pathway that supports mobility within the social sciences field, enabling learners to advance to more specialised roles or further study at higher NQF levels. It also offers a clear pathway for continuous professional development, supporting learners who seek to engage in leadership roles within non-governmental organisations, governmental agencies, and academic institutions. This qualification is designed to complement existing qualifications and supports articulation both horizontally across related disciplines and vertically to postgraduate specialisations. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In accordance with the 2019 amended National Policy and Criteria for the Implementation of

    Recognition of Prior Learning:
  • RPL refers to the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and rigorously assessed and moderated for the purposes of alternative access and admission, recognition and certification, or further learning and development.
  • RPL must be conducted in a valid, reliable, transparent and equitable way.
  • RPL decisions must be cognisant of statutory requirements and standard selection criteria in the case of professional qualifications.
  • RPL may be used to grant access to a qualification, or for purposes of advanced standing or exempting a candidate from a module(s) of a particular academic qualification on the grounds of the outcomes of the module(s) having been attained as evident from the RPL portfolio submitted by the candidate and evaluated by the panel of academic experts in the faculty concerned.

    Credit recognition and transfer
    Credit recognition and transfer entails a documented process by means of which a learner receives credit for specified prescribed modules or coursework components of a formal qualification offered by the university, allowing the adjustment of the minimum study period for the completion of a qualification offered by the university within the framework of General academic Rules 2 to 5.
    Credit recognition and transfer may only be granted for credits obtained during studies towards a formal qualification, including credits obtained for modules taken for non-degree purposes.
    For the purposes of credit recognition and transfer, distinctions are maintained between qualifications leading to a qualification that has been completed and those that have not been completed and between credits received in qualifications offered by the university and credits received from other recognised higher education institutions.

    Credit recognition and transfer apply to:
  • a learner of the university who is registered for, but has not completed a qualification, and who wishes to change to a different qualification linked to the same qualification;
  • a learner of the university who is registered for, but has not completed a qualification, and who wishes to change to a different qualification linked to a different qualification;
  • a learner registered at another recognised higher education institution who has not completed the qualification at that institution, and who wishes to register for the same or a different qualification at the university.
  • a learner who has completed a qualification at the university or at another recognised higher education institution who wishes to enrol for a qualification leading to another qualification at the university, and
  • qualifications that consist entirely or partially of coursework modules or components, but not qualifications that consist purely of a research component.
  • Credit recognition and transfer can only be granted to a learner who meets the minimum admission requirements of the qualification and qualification for which the learner wishes to register.
  • The procedure and form of written application, and the conditions for credit recognition and transfer in formal academic qualifications and qualifications offered by a faculty must be provided for in the faculty rules.
  • The executive dean of a faculty has the final discretion regarding the granting of credit recognition and transfer and is responsible for overseeing the procedure provided for in rule 1.7.3 and for ensuring appropriate record-keeping thereof.

    Entry Requirements:
  • National Senior Certificate (NSC), NQF Level 4, granting access to Bachelor's Degree studies.
    Or
  • Senior Certificate with endorsement, NQF Level 4, granting access to Bachelor's Degree studies.
    Or
    National Certificate (Vocational) (NCV) Level 4, granting access to Bachelor's Degree studies.
    Or
  • A Higher Certificate in the cognate field, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises Compulsory and Elective Modules at National Qualifications Framework (NQF) Levels 5, 6, and 7, totalling 384 Credits.

    Stream A
    Heritage and Cultural Tourism Management

    Compulsory Modules, NQF Level 5, 60 Total Credits:
  • Themes In South African History, 12 Credits.
  • Introduction To Tourism Management, 12 Credits.
  • General Management, 12 Credits, 12 Credits.
  • Themes In World History, 12 Credits, 12 Credits.
  • Lodging Management, 12 Credits, 12 Credits.

    Elective Modules, NQF Level 5, 60 Total Credits (Learner must select five modules):
  • Introduction To Physical Geography, 12 Credits.
  • Introduction To Sociology: Concepts, Themes and Methods, 12 Credits.
  • Setswana: Introduction to Grammar and Language Proficiency, 12 Credits.
  • Introduction To Communication Contexts, 12 Credits.
  • Introduction To Art History, 12 Credits.
  • History of the Setswana, 12 Credits, 12 Credits.
  • Business French for Beginners 1, 12 Credits.
  • French For Beginners 1, 12 Credits, 12 Credits.
  • Business German 1, 12 Credits.
  • German Elementary 1, 12 Credits.
  • Introduction To Key Concepts of Social Anthropology, 12 Credits.
  • Setswana: Grammar and Language Proficiency, 12 Credits.
  • Introduction To Corporate Communication, 12 Credits.
  • Business French for Beginners 2, 12 Credits.
  • French For Beginners 2, 12 Credits.
  • Introduction To Human Geography, 12 Credits.
  • Business German 2, 12 Credits.
  • German Elementary 2, 12 Credits.
  • Art History, 12 Credits.
  • The South African Political System, 12 Credits.
  • Introduction To Themes in Social Anthropological Research, 12 Credits.
  • Introduction To Setswana Grammar, 12 Credits.
  • Introduction To Sociology: Social Structure and Social Institutions, 12 Credits.5.
  • Academic Literacy Development - Afr, 12 Credits.
  • Academic Literacy Development - Eng, 12 Credits.

    Compulsory Modules, NQF Level 6, 60 Total Credits:
  • Applied Tourism Management, 16 Credits.
  • Analysis Of Contemporary Historical Themes, 16 Credits.
  • Tourism Marketing, 16 Credits.
  • Understanding Cultural World, 12 Credits.

    Elective Modules, NQF Level 6, 64 Total Credits (Learner must select four modules):
  • Reflections On South Africa in Africa, 16 Credits.
  • World Art, World Cultures, 16 Credits.
  • Sociology Of Development, Environment and Social Problems, 16 Credits.
  • Themes in 19th-Century Art, 16 Credits.
  • Urban Anthropology, 16 Credits.
  • Food And Beverage Management, 16 Credits.

    Compulsory Modules, NQF Level 7, 140 Total Credits:
  • Historical Perspectives, 32 Credits.
  • Introduction To Event Management, 16 Credits.
  • Nature Tourism, 16 Credits.
  • Understanding The Human Being in the World, 12 Credits.
  • Heritage And Cultural Tourism in Postcolonial SA, 32 Credits.
  • Game Farm & Hunting Tourism, 16 Credits.
  • Applied Event Management, 16 Credits.

    Stream B
    Sociology and Geography

    Compulsory Modules, NQF Level 5, 84 Total Credits
  • Introduction To Physical Geography, 12 Credits.
  • Introduction To Political Studies, 12 Credits.
  • Planning And Settlement History, 12 Credits.
  • Introduction To Sociology: Concepts, Themes and Methods, 12 Credits.
  • Introduction To Human Geography, 12 Credits.
  • Introduction To Planning, 12 Credits, NQF Level 5.
  • Introduction To Sociology: Social Structure and Social Institutions, 12 Credits.

    Elective Modules, NQF Level 5, 36 Total Credits (Learner must select three modules):
  • Introduction To Industrial Psychology, 12 Credits.
  • Descriptive Statistics, 12 Credits.
  • Occupational Health and Ergonomics, 12 Credits.
  • The South African Political System, 12 Credits.
  • Academic Literacy Development - Afr, 12 Credits.
  • Academic Literacy Development - Eng, 12 Credits.

    Compulsory Modules, NQF Level 6, 92 Total Credits:
  • Aspects Of Physical Geography, 16 Credits.
  • Comparative Politics, 16 Credits.
  • Sociology Of Development, Environment and Social Problems, 16 Credits.
  • Aspects Of Human Geography, 16 Credits.
  • Social Dynamics of Work, Family and Gender, 16 Credits.
  • Understanding Cultural World, 12 Credits.

    Compulsory Modules, NQF Level 7, 140 Total Credits:
  • GIS And Remote Sensing, 32 Credits.
  • Social Theory, 16 Credits.
  • Inequality And Social Justice in Contemporary South Africa, 16 Credits.
  • Understanding The Human Being In the World, 12 Credits.
  • Applied Geography for Africa, 32 Credits.
  • Social Research Methods, 16 Credits.
  • Applying The Sociological Imagination in Contemporary Society, 16 Credits.


    Elective Modules, NQF Level 6, 32 Total Credits (Learner must select two):
  • Personnel Psychology, 16 Credits.
  • Layout Planning, 16 Credits.
  • Statistics For Life Sciences, 16 Credits.
  • Career Psychology, 16 Credits.
  • Africa Politics, 16 Credits.
  • Urban Design, 16 Credits.

    Stream C
    Sociology and Labour Relations Management

    Compulsory Modules, NQF Level 5, 84 Total Credits:
  • Introduction To Business Management, 12 Credits.
  • Introduction To Industrial Psychology, 12 Credits.
  • Introduction To the International Labour Organisation, 12 Credits.
  • Introduction To Sociology: Concepts, Themes and Methods, 12 Credits.
  • Occupational Health and Ergonomics, 12 Credits.
  • Social And Community Psychology, 12 Credits.
  • Introduction To Sociology: Social Structure and Social Institutions, 12 Credits, NQF Level 5.

    Elective Modules, NQF Level 5, 36 Total Credits (Learners must select three):
  • Introduction To Psychology, 12 Credits.
  • Descriptive Statistics, 12 Credits.
  • General Management, 12 Credits.
  • Practical Statistics, 12 Credits.
  • Academic Literacy Development - Afr, 12 Credits.
  • Academic Literacy Development - Eng, 12 Credits.

    Compulsory Modules, NQF Level 6, 124 Total Credits:
  • Personnel Psychology, 16 Credits.
  • Diversity Management, 16 Credits.
  • Developmental Psychology, 16 Credits.
  • Sociology Of Development, Environment and Social Problems, 16 Credits.
  • Career Psychology, 16 Credits.
  • Work Group Dynamics, 16 Credits.
  • Social Dynamics of Work, Family and Gender, 16 Credits.
  • Understanding Cultural World, 12 Credits.

    Compulsory Modules, NQF Level 7, 140 Total Credits:
  • Theory And Practice of Labour Relations, 16 Credits.
  • Ethics And Philosophy, 16 Credits.
  • Social Theory, 16 Credits.
  • Inequality And Social Justice in Contemporary South Africa, 16 Credits.
  • Management Of Labour Relations, 16 Credits.
  • Conflict Resolution, 16 Credits.
  • Introductory Labour Law, 12 Credits.
  • Social Research Methods, 16 Credits.
  • Applying The Sociological Imagination in Contemporary Society, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the capacity to engage in critical inquiry that supports the practical making of knowledge; innovative problem-solving and decision-making rooted in humanistic and socially responsive perspectives.
    2. Contribute meaningfully to collaborative and inclusive learning and workspaces by applying interpersonal sensitivity and supporting shared growth within diverse communities.
    3. Demonstrate the competence to conceptualise, contextualise, and implement context-appropriate responses to social issues, drawing on interdisciplinary and transdisciplinary knowledge and an understanding of broader global and local dynamics.
    4. Demonstrate ethical awareness and responsibility when approaching real-life challenges, making autonomous decisions that reflect social justice, accountability, and care for others.
    5. Demonstrate the ability to lead and manage socially engaged tasks or projects with a focus on promoting equity, affirmation of difference, and meaningful transformation in society.
    6. Develop the skills to critically access, evaluate, and apply a range of information sources to support reflective thinking and evidence informed academic or community decisions.
    7. Demonstrate the ability to construct and articulate coherent arguments by engaging with diverse academic texts and perspectives across the humanities and social sciences, particularly in areas such as sociology, geography, history and industrial sociology. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Critically engage with complex social issues by identifying and challenging assumptions, norms, and dominant paradigms in the social sciences and humanities.
  • Apply reflective, creative, and humanistic thinking to develop original, socially responsive and sustainable solutions.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Participate actively and respectfully in group discussions and projects that reflect diverse cultural and social perspectives, shared goals and co-learning in team-based environments.
  • Show interpersonal awareness through empathetic communication and respectful engagement.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Analyse social challenges by drawing on diverse social science concepts and applying contextually relevant global and local knowledge.
  • Develop and justify culturally, politically, and economically appropriate responses, while critically evaluating their intended and unintended consequences.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Evaluate complex social and institutional situations by identifying ethical dimensions, navigating competing values, and applying principles such as justice, accountability, and care.
  • Demonstrate independent ethical reasoning by justifying decisions, responding to real-life dilemmas, and reflecting on the broader social consequences and responsibilities of those choices.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Initiate and lead community-based projects by coordinating diverse teams, mediating perspectives, and promoting inclusive, justice-oriented practices.
  • Design and implement transformative strategies with measurable outcomes and critically evaluate their effectiveness and ethical implications.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Critically evaluate credible academic and community-based sources, assessing their validity, bias, and relevance for informed understanding.
  • Apply and reflect on acquired knowledge to support coherent arguments, personal and collaborative decision-making, and awareness of the context-dependent nature of knowledge.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Interpret, synthesise, and compare key ideas and perspectives across sociology, geography, industrial sociology, and related disciplines, considering diverse cultural contexts.
  • Construct and present well-reasoned, coherent arguments supported by theory and evidence, while engaging respectfully with counterarguments.

    Integrated Assessment
    Learner Academic Access, Retention, Attainment and Success (ARAS) at the NWU require heightened responsiveness in provisions for social justice and equal opportunity, inclusive of but not limited to admission requirements, academic content, assessment approaches and methods, modes of provision, learner academic development and support opportunities, and non-academic support to learners. Teaching, learning and assessment should promote competency-based pedagogical practices that emphasise the promotion of flexible learning and thinking, self-directed and lifelong learning, local and global knowledge, diverse learning opportunities and assessment criteria to promote the academic success of a diverse learner body.

    Curriculum compilation implies a logical coherence and continuous constructive alignment of:
  • the qualification purpose,
  • the qualification outcomes and associated assessment criteria,
  • the chosen learning components (core, fundamental and elective modules) of the curriculum,
  • the learning outcomes and selected content of each module,
  • effective teaching, learning and assessment strategies,
  • appropriate teaching and learning activities, and
  • available and appropriate teaching and learning resources to support learner attainment.

    Methods used for integrated assessment can include continuous, formative (informal and formal), and summative assessments. Opportunities for both continuous formative and summative assessments are embedded in the learning design of the qualification throughout the year of study, in the form of written and practical assignments, portfolios, practical assessments and written and practical examinations and a research report to align with the associated outcomes and assessment criteria and the graduate attributes. Assessment focuses particularly on a critical, creative, and interpretative perspective of the various disciplines. At least one opportunity for integrated assessment, where the main purpose and key outcomes of the qualification/internal qualification are assessed, is included in the assessment activities for this qualification. Oral presentations of smaller integrated research projects or seminars in individual, as well as group contexts, may also be employed.

    The qualification incorporates an inclusive and integrated approach to assessment; assessment practices are open, transparent, fair, valid, and reliable to ensure that learners are not disadvantaged during the process.

    The module mark for all coursework modules is based on a combination of a module participation mark and an examination mark in the ratio determined in the applicable faculty rules, except where the module mark is based on continuous assessment or where no participation mark is required. In the case of continuous assessment modules, the module mark is based on the weighted average of the assessments prescribed for the module, according to the weights prescribed for the different assessment tasks

    Formative Assessment:
    Examples of methods by which informal and formal formative assessments are done include class and online tests, discussions, feedback and critique during contact and blended learning sessions and practical sessions.

    Continuous Assessment:
    Examples of methods by which continuous assessment is done include portfolios, simulations, self- and group reflections, written assignments, written tests and online tests, case studies and case presentations, peer group evaluation, and face-to-face contact with learners.

    Summative Assessment:
    Examples of methods by which summative assessment is done include written exam papers, projects and portfolios of evidence during which all theoretical knowledge, problem-solving skills and practical skills are integrated and assessed. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country 1: Australia
    Institution: Macquarie University (MU)
    Qualification Title: Bachelor of Arts
    Duration: Level 7
    Credits:

    Purpose/Rationale
    The Bachelor of Arts (BA) at Macquarie University is a distinctive course that equips its graduates with knowledge and skills that can be applied in any career or in further study. No other course offers as much flexibility and a wide range of study options as the Bachelor of Arts. You will be given the opportunity to turn your passion into a career while developing a strong set of core transferable skills valued by industry and the society. In consultation with industry, the new Bachelor of Arts places a strong emphasis on skills for success in the 21st century workplace. You will be taught by active researchers, leading academics and award-winning teachers and you will be given the opportunity to connect with employers and communities via internships, work-integrated learning opportunities and study abroad experiences.

    On successful completion you will be able to:
  • The South African (SA) and the MU qualification are comparable in terms of its disciplinary breadth, curriculum structure, and focus on developing both subject-specific and generic skills. > Both qualifications draw from a wide range of humanities disciplines, with Macquarie offering fields such as History and Anthropology that overlap with the SA one, alongside additional areas like Chinese Studies that are not part of NWU's current offering.
  • Both qualifications, the ratio of compulsory to elective modules reflects a strong emphasis on disciplinary depth, with Macquarie structuring its curriculum in a 2:1 credit ratio, similar in concept to SA's combination of core disciplinary modules, Critical Crossfield Outcome modules, and relevant electives.
  • Exit-level outcomes for both qualifications align substantially, particularly in fostering disciplinary competence, ethical awareness, communication skills, and organisational ability.

    Differences:
  • The Entry requirements differ, with Macquarie guaranteeing admission for candidates meeting a high school-leaving average of 75% or more, while SA applies selective entry without guaranteed acceptance thresholds.
  • The most notable divergence in assessment lies in Macquarie's avoidance of traditional examinations, favouring coursework and portfolio-based evaluation.
  • This approach incorporates essays, reports, literature reviews, research proposals, and research reports, aligning closely with SA's use of participation-based assessments, though SA supplements these with formal examinations.
  • The only notable distinction is Macquarie's explicit inclusion of multidisciplinary collaboration as a stated outcome, which, while present in SA's teaching philosophy, is not formally articulated as an outcome.

    Country 2: Namibia
    Institution: University of Namibia (UNAM)
    Qualification Title: BA in Humanities

    Purpose/Rationale
    The Bachelor of Arts in Humanities equips students with grounded knowledge and skills in contemporary and historical societal issues. It aims to educate and train future professionals in the humanities with understanding of a multilingual and multicultural society such as Namibia, and provide the skills, aptitudes and capacities to adapt to different work environments, especially in the Fourth and Fifth Industrial Revolutions, characterized by rapid evolution due to the great increase in technological, economic, social and cultural exchanges between different societies and the use of ICTs. As a graduate, students will be able to express themselves clearly and logically, to understand and tolerate different cultures and to communicate and think creatively.

    Upon completion of the programme graduates should be able to:
  • Communicate effectively in a range of professional and intercultural settings via different media.
  • Conduct themselves as professionals in their fields with regard to discipline knowledge, specialised skills and ethics.
  • Administrate, manage, perform and conduct elementary research in their discipline in the humanities.
  • Facilitate intercultural awareness, understanding, communication and tolerance, thereby contributing to a stable and peaceful society.
  • Access, interpret and apply information for societal development and innovation.

    Similarities:
  • The South African (SA) closely mirrors the UNAM in structure, duration, and overall academic objectives. Both are three-year qualifications built on a balanced ratio of compulsory and elective credits, and both offer comparable numbers of modules per year level. Disciplinary overlap is evident in shared areas such as Anthropology and Geography, with UNAM also incorporating additional subject offerings like Religious Studies, which is not currently part of SA's BA structure.
  • Entry requirements are similarly rigorous, with UNAM requiring a minimum of 27 points on its Evaluation Point Scale and specific English language proficiency, echoing NWU's subject-specific requirements.
  • Outcomes are strongly aligned, with both qualifications integrating discipline-specific knowledge alongside broader transferable skills, including ethics, communication, and organisational abilities.

    Differences:
  • UNAM qualification does not list assessment criteria separately from outcomes; instead, it assumes a direct alignment between the two, which is consistent with SA's and Macquarie's approaches. While the content and outcomes make these qualifications highly comparable, SA's BA remains distinct in its integration of South African heritage, indigenous language options, and localised curriculum focus, ensuring relevance to the national and regional context while maintaining international equivalence. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Arts in Humanities with Social Sciences, NQF Level 7.
  • Bachelor of Public Management, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Social Science Honours in Sociology, NQF Level 8.
  • Bachelor of Social Science Honours: Sociological Analysis and Social Research, NQF Level 8.

    Diagonal Articulation:
  • Occupational Certificate: Community Development Worker, NQF Level 4. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Recorded in 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. North West University 


    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.