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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts Honours in African Languages 
SAQA QUAL ID QUALIFICATION TITLE
73716  Bachelor of Arts Honours in African Languages 
ORIGINATOR
University of Johannesburg 
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 04 - Communication Studies and Language  Language 
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
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of this qualification is to provide qualifying learners with.
  • research skills
  • theoretical and intellectual knowledge
  • problem solving skills
  • academic communicative skills
  • evaluative skills
  • skills to formulate clearly both orally and in writing.


    Practice-orientated competency

    As regards practice this qualification provides:
  • Outcomes that enable the learner to have a holistic and reflexive approach regarding the principles and methodology of the teaching practice.
  • Outcomes that prepare the learner for an advanced career in the teaching profession or the field of a language practitioner.
  • Outcomes that will enable the learner to learn further in this field.
  • Outcomes that are relevant to a wide variety of professions in order to handle a large number of problems (the emphasis on language competencies also attributes to versatility in practice).

    Benefits to the learners

    This qualification adds significant value to the qualifying learner in terms of:
  • The development of a positive scientific attitude.
  • The development of a sensitivity to linguistic communication.
  • The development of a consciousness in terms of language problems in the community and the development of competencies to solve these problems.
  • A market relatedness for multidimensional structures in a developing society that is characterised by diversity.
  • Accessibility to further training and study possibilities.
  • Relevant competencies in the teaching practice or occupation where language proficiency and advanced knowledge of language is essential. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The competencies of this programme entail equipping the learner to develop his/her:
  • Research skills
  • Theoretical and intellectual knowledge
  • Problem solving skills
  • Academic communicative skills
  • Evaluative skills
  • Formulating ability in both oral and written form


    An undergraduate degree, level 6 (with minimum of 416 credits) with an African (Bantu) language as a major, is a prerequisite.

    Recognition of prior learning

    A prospective learner who does not meet the general requirements for admission to this programme may apply for admission in terms of the general principles and procedures pertaining to the recognition of prior learning at RAU. The procedures pertaining to RPL entail the following:
  • The Dean of the Faculty of Arts co-ordinates the application for RPL.
  • Applications must be forwarded in writing.
  • A specific amount is payable for the assessment of the application.
  • The application is assessed according to criteria determined by the Board of Faculty of the Faculty of Arts and includes the following:
  • The RPL Faculty committee assesses the application under the chairmanship of the Dean in accordance with RAU's policy document on RPL.
  • Relevant subject experts are co-opted onto the committee
  • Successful applicants will gain access to, or receive status recognition for a particular programme.
  • The committee will assess learners' competencies in order to determine whether they are eligible for a) access to, b) advanced placement in, or c) recognition of status for this qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learner should be able to.

    1. Identify, analyse and reflect on linguistic and literary problems utilising appropriate general and language specific theoretical frameworks of the sub-discipline;

    2. Work as members of a group to solve particular problems and develop certain problem solving strategies within the discipline.

    3. Manage time and resources effectively.

    4. Achieve sustained personal, academic, occupational and professional growth through continuous study and research in the fields of linguistics and literature as well as be able to organise, analyse and evaluate critically using the relevant methodologies available in these disciplines.

    5. Communicate effectively (orally and in writing) in compliance with the requirements of the individual modules.

    6. Be technologically competent with regard to the technological requirements of each sub-discipline and develop a responsibility regarding the environment in which they function.

    7. Develop a broad vision regarding the relevance of the acquired knowledge.

    8. Master a variety of learning strategies that are applicable to the particular sub-field of study.

    9. Develop a responsibility to the community in the sense that reflexive problem-solving strategies can be devised and applied within the community.

    10. Be sensitive to the composition of the broader community and the aesthetic wealth that is connected thereto by demonstrating sensitivity to linguistic, literary and cultural diversity.

    11. Identify and explore occupational employment opportunities and utilise entrepreneurial skills.

    12. Develop competencies that will enable them to be innovative within a society. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The learner can/Does the learner.

    1. Demonstrate his/her ability to identify, analyse, and reflect on linguistic and literary problems employing the appropriate theories and frameworks.

    2. Demonstrate his/her communication skills by convincing and persuading his/her peers/lecturers, of his/her particular point of view, taking other people's convictions into consideration. Group projects and assignments will form part of the formative assessment.

    3. Demonstrate his/her ability to adhere to schedules in terms of submission dates and class attendance and furthermore find and utilise sources correctly when doing assignments and preparations.

    4. Demonstrate his/her ability to collect and analyse data appropriately and write a scientific report evaluating and synthesising various approaches/theories.

    5. Demonstrate his/her ability to use communicative skills that apply to the particular context.

    6. Demonstrate his/her ability to utilise the available technology and strategies based on theoretical foundations and show sensitivity towards the environment and the health of others.

    7. Demonstrate his/her ability to link the acquired knowledge to other spheres of life.

    8. Demonstrate his/her ability to explore different learning strategies which are strongly associated with different personality traits such as divergence, assimilation, convergence and accommodation.

    9. Demonstrate his/her ability to be responsible towards society and implement problem-solving strategies in addressing societal problems.

    10. Demonstrate his/her sensitivity towards the diversity in the community by interacting responsibly, ethically and supportively.

    11. Demonstrate his/her ability to explore employment and entrepreneurial opportunities that may present themselves in his/her career.

    12. Demonstrate his/her ability to be innovative and creative in terms of the application of the acquired cognitive and practical skills.


    Formative assessment practices that will be implemented

    Learners will be assessed via class tests, assignments, group projects.

    Summative assessment practices that will be implemented

    Integrated assessment, focusing on the achievement of he exit-level outcomes, will be done by means of written examinations. 

    ARTICULATION OPTIONS 
    Access to qualifications on a lower level

    Articulation at a lower level
    Articulation at a lower level is possible with a related degree or diploma at NQF level 6

    Access to qualifications at the same level

    Articulation with other qualifications on the same level
    A learner may retain appropriate credits if he/she wishes to exit this programme to continue with a similar programme in the Arts Faculty.

    Access to qualifications on a higher level

    Articulation at a higher level
    Acquiring this qualification permits the learner to gain access to a research MA programme or a course work MA programme in African languages at this or any other higher education institution. 

    MODERATION OPTIONS 
    What external examination processes will be implemented?

    An external examiner is appointed by the Dean of the Faculty of Arts for each module on the strength of a recommendation of the chairperson of the Department. Such an examiner will receive the course materials, a draft copy of the question paper before the examination is written and the learner's answer scripts. This procedure will ensure that the moderator is adequately equipped to fulfil his/her duties properly.


    How many external examiners/moderators will be appointed for this qualification and from which type of institutions or professional bodies will they typically be?

    One external examiner who is a lecturer (or former lecturer) from a tertiary institution with subject expertise in the academic field covered by the particular module will be appointed for each module of this qualification. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Criteria regarding formal qualifications that assessors should have

    In order to be appointed as external examiners or moderators for any module of this qualification, lecturers from other tertiary institutions should be experts in the field of African languages and must have obtained at least an MA qualification.

    Criteria regarding job or learning area experience
    Only a person who is or has been a lecturer in African languages at a tertiary institution may be appointed as an external examiner.

    Criteria regarding experience of or exposure to assessment.
    An external examiner must have gained experience as an examiner at a tertiary institution and must be familiar with the module content before he/she can be appointed as an external examiner for any of the modules in this qualification. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Johannesburg 


    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.