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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts Honours in Geography 
SAQA QUAL ID QUALIFICATION TITLE
73730  Bachelor of Arts Honours in Geography 
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 07 - Human and Social Studies  General Social Science 
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 the ability to recognise advanced literature, theories, and concepts in Geography, to competently operate advanced computer analytical software, and to reflect upon application of concepts in the field of Geography and the environment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
A learner who claims to have achieved entry requirements through experimental learning will be assessed. If the student is found to be competent the student may gain:
  • Access
  • Advanced placement
  • Or recognition of Degree status will be granted on condition of continuing education.

    Entry requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor's degree, NQF Level 7.
    Or
  • Advanced Diploma, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:

    1. Identify high level environmental changes, critical evaluations of trends and problem solving of negative trends, such as Karoo spreading, alien plant infiltration, poisonous plants, population migration, urbanization, etc. depending on the chosen specialisation field. Suggest solutions to above.
    2. Contribute as a member of a multidisciplinary team to environmental issues.
    3. Make recommendations on the improvement of incorrect utilization, over-utilization, and unplanned development thereof.
    4. Take initiative in gathering, analysing, and organizing data, as well as critically evaluating results in the study of the environment, e.g. gathering soil samples, establishing plant or animal populations, collecting water samples, conducting surveys on human aspects, correlation of data sets, and present it in the format of a completed research report.
    5. Have the ability to communicate research by oral and written presentation.
    6. Apply field and analytical tools (maps, GIS, air photo`s, soil augers, etc.) used in the investigation of responsible utilisation of the environment by mankind.
    7. Explain the Degree of variation in the link of variables from the human and physical environments.
    8. Extract important ideas in order to be able to summarize, to logically order ideas, to summarize results or deductions. To be able to do literature research, evaluate it, and correctly refer. Formulation of an independent point of view.
    9. The ability to use and manage the biosphere as a responsible citizen and to invoke the same responsibility amongst the general community.
    10. To prove and convince stakeholders of the importance of the environment for man`s existence on earth and the role it plays to create an acceptable living environment within a constantly changing world (city environment, agricultural environment, mining environment, etc) and other less changing environments (nature reserves, deserts, etc.)
    11. The ability to identify and apply for career opportunities in the environmental field.
    12. The ability to identify new and individual knowledge and technologies and to consult these applications in the environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Can the learner identify high level environmental changes, critical evaluations of trends and problem solving of negative trends, such as Karoo spreading, alien plant infiltration, poisonous plants, population migration, urbanisation, etc. depending on the chosen specialisation field. Suggest solutions to above?
    2. Can the learner contribute as a member of a multidisciplinary team to environmental issues?
    3. Can the learner make recommendations on the improvement of incorrect utilization, over-utilisation, and unplanned development thereof?
    4. Can the learner take initiative in gathering, analysing, and organising data, as well as critically evaluating results in the study of the environment, e.g. gathering soil samples, establishing plant or animal populations, collecting water samples, conducting surveys on human aspects, correlation of data sets, and present it in the format of a completed research report?
    5. Can the learner communicate research by oral and written presentation?
    6. Can the learner apply field and analytical tools (maps, GIS, air photo`s, soil augers, etc) used in the investigation of responsible utilisation of the environment by mankind?
    7. Can the learner explain the degree of variation in the link of variables from the human and physical environments?
    8. Can the learner extract important ideas in order to be able to summarize, to logically order ideas, to summarize results or deductions. To be able to do literature research, evaluate it, and correctly refer. Formulation of an independent point of view.
    9. Can the learner use and manage the biosphere as a responsible citizen and to invoke the same responsibility amongst the general community?
    10. Can the learner prove and convince stakeholders of the importance of the environment for man`s existence on earth and the role it plays to create an acceptable living environmental within a constantly changing world (city environment, agricultural environment, mining environment, etc) and other less changing environments (nature reserves, desserts, etc.)?
    11. Can the learner identify and apply for career opportunities in the environmental field?
    12. Can the learner identify new and individual knowledge and technologies and to consult these applications in the environment?


    Formative assessment practices that will be implemented:

    Learners are continuously assessed via informal class tests and formal semester tests (in written or oral mode), practical laboratory experiments and tests and practical field exercises. They may also be assigned to do independent seminars on specific scientific topics or problems which have to be presented to co-learners.

    Each module will include:

    At least 1 written assignment on the theory in essay format;
    At least 1 presentation of an aspect of the theory - poster format;
    At least 2 informal class tests on work to be prepared for lecture periods;
    At least 1 semester test on theory;
    At least one field visit.

    Summative assessment practices that will be implemented:

    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of ONE written examination per MODULE - towards the end of each semester. 

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

    Horizontal Articulation
  • Postgraduate Diploma, NQF Level 8.
  • Bachelor's Honours Degree, Level 8.

    Vertical Articulation:
  • Master's Degree, NQF 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 
    The `Environmental Management` part of this qualification, as formerly submitted, is now deleted from the present submission due to the omission of environmental management outcomes. 

    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.