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: 

Bachelor of Arts Honours in Corporate Communication 
SAQA QUAL ID QUALIFICATION TITLE
73724  Bachelor of Arts Honours in Corporate Communication 
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  Communication Studies 
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 
Purpose:
The primary purpose of this qualification is to provide qualifying learners with competent intellectual and analytical skills with a view to the acquisition, analysis, interpretation and application of development principles, knowledge, theories and research methods within particular social contexts in a holistic manner. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):

All potential learners who are not in possession of a B-Degree need to provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning that should give them access to the programme need to apply to the Accreditation Committee of the Faculty of Arts for Recognition of Prior Learning.

Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply to the departmental chairperson of the department offering the module or modules the student wishes to be credited for, clearly stating the title(s) of the module or modules they want to be credited for as well as the basis on which they believe the accreditation should be granted.

The principles of RPL are subscribed to and will be implemented in a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this is not to be to the detriment of the potential student and that his/her chances to succeed must be reasonable.

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.

Entry requirements:
The minimum entry requirement for this qualification is:
  • Bachelor of Arts in Development Studies, NQF Level 7.
    Or
  • Advanced Diploma, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    1. Use advanced terms, concepts, definitions, classifications and theories inherent to the development field correctly, and reflect on the applications thereof;
    2. Identify problems within the complex and variable context of social development (local to global level) and suggest workable and appropriate responses through process of critical and creative thinking;
    3. Work effectively with social scientists and other role-players in a team aimed at exploring phenomena within the social sciences, particularly in the area of social societal development;
    4. Collect, analyse, organise, interpret and evaluate social scientific information and reflect on this process and its applications;
    5. Communicate effectively with different role-players through using appropriate visual, conceptual, statistical or language (oral and written) skills and reflect on the applications made;
    6. Handle methods, techniques and methodological approaches competently (including entrepreneurship, where relevant) with a view to reaching a developmental objective and without causing a threat to people or the environment;
    7. Understand the role(s) of the development facilitator in society with regard to the improvement of quality of life of people, and to strive to fulfil such role(s);
    8. Value and show a disposition towards self-reliance, honesty, commitment, sensitivity to differences (cultural, gender, race, religion, etc.), and democratic decision-making (where relevant);
    9. Explore various learning strategies to acquire the different capabilities of a development specialist (especially learning by doing);
    10. Acquire acceptable employment seeking skills for entry into the different sectors/ levels of the development field;
    11. Demonstrate responsible citizenship through the promotion of a holistic understanding of developmental processes. 

    ASSOCIATED ASSESSMENT CRITERIA 
  • Use advanced terms, concepts, definitions, classifications and theories inherent to the development field correctly, and reflect on the applications of these.
  • Identify problems within the complex and variable context of societal development (local and global level) and suggest workable and appropriate responses to these problems through processes of critical and creative thinking.
  • Work effectively with social scientists and other role-players in a team aimed at exploring phenomena within the social sciences, particularly in the area of societal development.
  • Demonstrate the ability to collect, analyse, organise, interpret and evaluate social scientific information and reflect on these process and its applications.
  • Communicate effectively with different role players through using appropriate visual, conceptual, statistical or language (oral and written) skills and reflect on the applications made.
  • Handle methods, techniques and methodological approaches competently (including entrepreneurship, where relevant) with a view to reaching developmental objectives and without causing a threat to people or the environment.
  • Display an understanding of the role(s) of the development facilitator in society with regard to the improvement of the quality of life of people and strive to fulfil such role(s).
  • Value and show a disposition towards self-reliance, honesty, commitment, sensitivity to differences (cultural, gender, race, religion, etc.), and democratic decision-making (where relevant).
  • Explore various learning strategies to acquire the different capabilities of a development specialist (especially learning by doing).
  • Demonstrate acceptable employment seeking skills for entry into the different sectors/levels of the development field.
  • Demonstrate responsible citizenship through the promotion of a holistic understanding of developmental processes.


    Formative assessment practices that will be implemented:

    Learners are continuously assessed via a range of formative assessment strategies: class assignments, essays and presentations. Learners also do practical work (independently and in groups during study visits) that is evaluated by assessors. Self-assessment activities are included in study guides. In addition, learners will assess one another`s work and reflect on the dynamics of this process.

    Summative assessment practices that will be implemented:

    Integrated assessment, focusing on the exit-level outcomes, will be done by means of written assignments, and/or a research or practical project, as well as final examiners, at the end of the semester. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers both possibilities of horizontal and vertical articulation.

    Horizontal Articulation:
  • Bachelor of Arts Honours , Level 8.

    Vertical Articulation:
  • Master of Arts in Development Studies, Level 9. 
    		•

    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 Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    This BA Honours with endorsement qualification is registered as a separate qualification only with SAQA. At the Department of Education it is not registered separately, but is included in the registration of the generic BA Honours. 

    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.