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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Indigenous Knowledge Systems Honours 
SAQA QUAL ID QUALIFICATION TITLE
80087  Bachelor of Indigenous Knowledge Systems Honours 
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
Honours Degree  Field 07 - Human and Social Studies  Rural and Agrarian Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  140  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   2027-06-30  

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 an interdisciplinary qualification designed to refine the knowledge and skills of non practitioners, academics, policy makers and postgraduate learners that are in possession of a generic Bachelors degree in any field of study. This qualification will assist them to access postgraduate learning, with essential knowledge and skills relating to Indigenous Knowledge Systems (IKS). This qualification will enable the learners to acquire the necessary knowledge, skills, attitudes and values in IKS. It provides them an opportunity to manage their careers by giving them the oppotunity to acquire academic and practical competencies. This will enable them to apply theoretical knowledge and understanding in a range of contexts including health sciences, traditional leadership, tourism, communication, language, agriculture, nature conservation, arts and culture, music, education and training, law, human and social sciences, physical planning and construction.

The qualification structure is such that the learners` scope and opportunity to gain access to any IKS domain relevant to the learners` aspiration for higher learning is expanded. The qualification will also refine the learners` potential to observe and appreciate the value and contribution of IKS as applicable to a wide spectrum of life.

In addition to successful completion of coursework, students engaged in the Honours programme in IKS will also be required to undertake and report on a limited scope research project that will serve as a research skills base to support study at higher levels. The following are some of the objectives of this qualification:
  • To critically analyse methodologies, policies and protocols for conducting research in indigenous communities in both national and International environments on the nature and patterns of IKS.
  • To demonstrate an understanding and recognition of the underlying principles of IKS as opposed to Eurocentric approaches as they relate to the rights of indigenous communities.
  • To develop written and oral communication skills appropriate for a professional and/or academic environment.
  • To analyse the nature and character of IKS by comparing and contrasting them to Euro-centric and other knowledge systems.
  • To equip learners and inculcate in them knowledge and skills for community engagement.

    Rationale:

    If African countries are to achieve the desired level of innovation, creativity and production, the use of natural resources in a sustainable manner has to be linked to the context of IKS as it plays a greater role in strengthening and contributing to social and economic transformation across different contexts within and outside South Africa. IKS is a starting point for the interface with other knowledge systems for the promotion of sustainable development.

    In addition, challenges faced by the global community provide an opportunity to explore IKS and other related knowledge systems as a central point of reference in pursuit of sound solutions with a potential to contribute to economic and social discourse. The rationale behind the development of this qualification is to fulfil a critical need, as there is a shortage of skilled and knowledgeable people in the country for the promotion of Indigenous Knowledge Systems (IKS). In addition the Honours: Indigenous Knowledge Systems Qualification is critical for:
  • Blending IKS(s) and Eurocentric knowledge systems and facilitating cultural cross-over.
  • Recognising and promoting the African holistic problem-solving approaches and their underlying principles interweaved as a way of life.
  • Developing balanced, viable livelihoods and development through utilizing IKS as a resource in the development process.
  • Promoting aesthetic and economic value for IKS and local communities.
  • Asserting African traditional value systems and incorporating IKS into the formal educational system, thus restoring pride and dignity that comes with this knowledge.
  • Enhancing mutual respect and academic awareness, thus, minimising inherent distance between indigenous communities and formal learning institutions.

    The learning pathway for learners with this qualification is as follows:
  • Bachelor Indigenous Knowledge Systems.
  • Bachelor of Indigenous Knowledge Systems Honours.
  • Master of Indigenous Knowledge Systems.
  • PhD. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners have achieved competency at the level of a Bachelors` degree or equivalent thereof in any field.

    Recognition of Prior Learning:

    Experience and learning acquired prior to enrolment on this programme should be recognised. Evidence of competence for which a learner can gain credit towards the qualification can be submitted as agreed to between the said provider and relevant HETQA. The learner must be able to demonstrate competence in the knowledge, skills, values and attitudes implied in this Qualification. It is expected that providers will develop well thought-out means for the assessment of individual learners against the Exit Level Outcomes of the Qualification on a case-by-case basis, as part of the provision of recognition of prior learning. A range of assessment tools and techniques should be used which have been collaboratively agreed 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.

    In this particular case Recognition of Prior Learning is particularly important, as there are people in the field with a variety of competencies of differing quality and scope. It is important that Recognition of Prior Learning process be available to assist in the interpretation and implications of existing (and foreign) qualifications, given the potential of attracting students from other African countries 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 Bachelor's degree in any field 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 140 credits.

    The Fundamental component (30 credits) is compulsory and covers the following knowledge areas:
  • Discourses of Indigenous Knowledge Systems.
  • Major concepts, theories, philosophies and methodologies related to Indigenous Knowledge Systems.
  • Comparative knowledge systems.

    The Core component (minimum 50 credits) is compulsory and covers the following knowledge and application areas:
  • Major introductory concepts, theories and methodologies related to Indigenous Knowledge Systems.
  • Evaluating, analysing and critically interrogating similarities and differences between Eurocentric and African world views.
  • Interrogate issues to be considered in scientific research and development (R and D) and research methodologies with due sensitivity to cultural context.

    The Elective component (minimum 60 credits) will comprise two elements, i.e. a practical placement and research component based on the placement. Listed below are the various choice options:
  • Indigenous Environmental and Socio Ecological Studies.
  • Biodiversity and Bioprospecting.
  • African Science, Technology and Innovation Systems.
  • Indigenous Knowledge Development and Management Systems.
  • Indigenous African Systems.
  • Indigenous Health Practice.
  • Indigenous Law. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate critical and effective engagement with the discourses in IKS.

    2. Demonstrate an ability to apply the major concepts, theories, philosophies and methodologies of Indigenous Knowledge Systems in real life situations.

    3. Conduct culturally appropriate research in communities.

    4. Demonstrate clear understanding of IKS values, principles of human rights and social justice and competency in their application in the chosen focus field.

    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:
  • A critique is made of the dominant perspectives of IKS.
  • The concepts, theories, methodologies and values of IKS are applied to relevant and scientific context.
  • The realities and theories of IKS are interrogated.
  • The roles of Indigenous Knowledge Systems are discussed and interrogated.
  • Applicable IKS theories and methodologies are used to analyse and propose solution.
  • Social issues are evaluated using IKS theories and methodologies.
  • Research is conducted in accordance with the research elements and framework.

    Working effectively with others as a member of a team, group, organisation or community when:
  • Different types of Indigenous Knowledge Systems (IKS) are discussed and analysed.
  • The role of IKS related values is affirmed, explained and applied to promote social cohesion.
  • Social and scientific issues are evaluated using IKS theories and methodologies.
  • Life cycles across indigenous communities are evaluated.
  • Research is planned and conducted in the context of a chosen IKS practical field of specialisation.
  • A research proposal is formulated which identifies a problem.
  • Research methodologies are analysed.
  • Research is conducted in accordance with the research proposal and prescribed ethical principles.
  • Findings, conclusions and recommendations are presented.
  • Research findings are reported.

    Organising and managing oneself and one`s activities responsibly and effectively when:
  • Demonstrating knowledge and application of the major concepts, theories and methodologies.
  • The concept of Indigenous Knowledge Systems (IKS) is defined and distinguished.
  • The concepts of evolution, ecology and cosmology are explained.
  • Theories of IKS are defined, analysed and synthesized.
  • The concepts, theories, methodologies and values of IKS are understood and applied.
  • A critique is made of the dominant perspectives of IKS and an indication is given.
  • Research is planed and conducted in the context of a chosen IKS practical field of specialisation.
  • A research proposal is formulated which identifies a problem.
  • Research methodologies are analysed.
  • Research is conducted in accordance with the research proposal and prescribed ethical principles.
  • Findings, conclusions and recommendations are presented.
  • Research findings are reported.

    Collecting, analysing, organising and critically evaluating information when:
  • Research is planned and conducted in the context of a chosen IKS practical field of specialisation.
  • A research proposal is formulated which identifies a problem.
  • Research methodologies are analysed.
  • Research is conducted in accordance with the research proposal and prescribed ethical principles.
  • Findings, conclusions and recommendations are presented.
  • Research findings are reported.

    Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion when:
  • Engaging and communicating the discourses of Indigenous Knowledge Systems.
  • Eurocentric thought and Indigenous Knowledge Systems (IKS) are discussed and analyzed.
  • The realities and theories of IKS are investigated.
  • The potential of IKS for social and economic transformation is analysed.
  • The role of IKS related values is acknowledged, explained and applied.
  • The values and range of IKS paradigms are applied.
  • A critique is made of the dominant perspectives of IKS and an indication is given.

    Using science and technology effectively and critically, showing responsibility towards the environment and health of others when:
  • The concept of Indigenous Knowledge Systems (IKS) is defined and distinguished.
  • The concepts of evolution, ecology and cosmology are critically examined.
  • Theories of IKS are defined, analysed and synthesised.
  • Life cycles across indigenous communities are evaluated.
  • Research is conducted in accordance with the research proposal and prescribed ethical principles.
  • Research findings are reported and a critical reflection of the IKS strategies and processes is made.

    Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
  • Demonstrate knowledge and understanding of the inter-dependence and inter-relationship.
  • The roles of Indigenous Knowledge Systems are discussed and interrogated.
  • Applicable IKS theories and methodologies are used to analyse and propose solutions.
  • Social issues are evaluated using IKS theories and methodologies.
  • Life cycles across indigenous communities are evaluated.

    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:
  • A critique is made of the dominant perspectives of IKS and an indication is given.
  • Different types of Indigenous Knowledge Systems (IKS) are discussed and analysed.
  • The realities and theories of IKS are interrogated.
  • Life cycles across indigenous communities are evaluated to demonstrate the interrelationship and interdependence.
  • Research findings are reported and a critical reflection of the IKS strategies and processes is made.

    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:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities; and developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 The influence and theoretical backgrounds of IKS are investigated in terms of their contribution to other knowledge systems.
    1.2 Eurocentric thought and Indigenous Knowledge(s) Systems (IKS) are differentiated and analysed in terms of their aesthetic, social and economic contribution to sustainable development.
    1.3 The applicable nature and character of IKS related values is affirmed, explained and assessed in the context of promoting social cohesion and nation-building.
  • Range: IKS related values include but is not limited to Ubuntu, Harambee and Communalism.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Valid IKS theories and methodologies are used to analyze and propose solutions to identified matters.
    2.2 Real life issues are critically interrogated using IKS theories and methodologies for strategic decision making.
    2.3 Life cycles across indigenous communities are assessed to demonstrate the interrelationship between different knowledge systems.
  • Range: Indigenous communities refer to African and other global indigenous communities.
    2.4 Philosophies and principles behind the existence of IKS are explored.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 A research proposal is planned and undertaken whilst observing specific sets of principles and adhering to stipulated ethical protocols and standards.
  • Range: The proposal is formulated with a rationale, objectives, methodology and research plan.
    3.2 Selected research methodologies are accounted for and responsibly utilised to provide insight for the chosen area of specialisation, and tally with the specific research topic.
  • Range: Methodologies include quantitative and qualitative differences related to rules, principle and theories.
    3.3 Write plan, conduct research and state its outcomes and recommendations in a way that makes a difference to Indigenous communities` understanding and appreciation of the research.
  • Range: Conducting research includes gathering and processing, capturing and interpreting information.
    3.4 Research findings are reported and a critical reflection of the IKS strategies and processes is made for future IKS research.
  • Range: The report should include but not limited to a mini dissertation in compliance with institutional formats.

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 Application and understanding of ethical protocols in the research from an Indigenous perspective is demonstrated and observed.
    4.2 Demonstrate ability to apply the correct terminology and concepts.
    4.3 Recognise and use resources optimally to meet the intended objectives.
    4.4 Display a professional attitude and maturity in contributing towards debates and issues on IKS.
    4.5 Conduct interactions with diverse communities taking into account appropriate ethical protocols.

    Integrated Assessment:

    The importance of integrated assessment is to confirm that the learner is able to demonstrate applied yet complex competencies (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:
  • An integration of the achievement of the Exit Level Outcomes in a way that reflects a comprehensive approach to learning and shows that the purpose of the Qualification has been achieved.
  • Judgement of learner performance to provide evidence of applied competence or capability. 
    		•

    INTERNATIONAL COMPARABILITY 
    Australia:

    An Honours degree in arts and social sciences gives students the opportunity to refine their analytical skills and research techniques while expanding job and study options. Employers regard an Honours degree as a significant extra marker of achievement and potential; it is also the most effective way of qualifying for higher degree work at Masters and PhD level.

    The major in Indigenous Australian Studies enables students with an interest in Indigenous Australian studies to take a set of interrelated courses in different disciplines without the normal prerequisite required in each course. The major is an interdisciplinary program in which it is possible to combine courses from the majors in Anthropology; Archaeology; Art History; English; Gender, Sexuality and Culture; History; Linguistics; Politics; and Music for a broadly based understanding of Indigenous Australian societies and cultures, both past and present. Taken together, the courses provide a comprehensive insight into Indigenous Australian studies including Aboriginal origins, their occupation and adaptation to the continent, their traditional and contemporary social, cultural artistic, musical and linguistic practices, the impact of European colonisation, the history of the interrelationship between Aboriginal people and other Australians, the place of Indigenous people in Australian society today and issues of representation.

    Kenya:

    Programmes which embrace IKS in Kenya are included as specialisations in a range of Bachelor degrees leading to Master degree qualifications. In particular, courses are offered on the following:
  • Indigenous environmental management which includes indigenous sheep breeds, rational use of the indigenous forests.
  • Indigenous Music.
  • Communication of Innovative Social Concerns.
  • Indigenous cultural study and customary law.
  • Indigenous Knowledge - Capturing, Preserving and Disseminating Indigenous Knowledge.

    Japan:

    University of Tokyo-Komaba campus:

    Indigenous Knowledge is not a specific program but is part of the Cultural Studies department. The students are not just trained in specialized academic fields, but also to be able to act as professionals whose expertise will enable them to make a great social contribution in a variety of practical fields. The Cultural Studies program forms part of the Human Sciences and are re-organised into Interdisciplinary Cultural Studies, Area Studies, and Advanced Social and International Studies.

    Interdisciplinary Cultural Studies (Focusing specifically on Japanese culture) has the following core areas of study:
  • Culture Dynamics.
  • Culture and Representation.
  • Cultural Anthropology.
  • Cultural Complexity.
  • Comparative Literature and Culture.
  • Comparative Ethnography.

    India:

    A "Centre for Indigenous Knowledge in Agriculture" - (CIKA) has been established under the aegis of Faculty of Agriculture and Animal Husbandry, Gandhigram Rural University, Gandhigram with a view to document, analyze, validate, standardize and further propagate the Indigenous Knowledge/Practices in Agricultural and allied fields under various farming systems of Tamil Nadu.

    The Centre for Indigenous Knowledge in Agriculture (CIKA) has been established with the approval of appropriate authorities/academic bodies of the Gandhigram Rural University with the following objectives and activities:
  • To serve as a research and development centre for carrying out advanced research.
  • Activities on the Indigenous Agricultural Practices existing in different farming systems of Tamil Nadu.
  • To establish and maintain demonstration farms and exhibition on the Indigenous Agricultural Practices and their inputs.
  • To serve as a centre for providing training to farmers, farm women and extension workers on various aspects of Indigenous Agricultural Practices.
  • To serve as an extension centre for propagating and promoting the adoption of Indigenous.
  • Practices in various agricultural enterprises among the farmers.

    At the Barefoot College, Indigenous Knowledge Systems forms a fundamental part of their training. It is a non-formal training institute where young men and women are taught practical skills by village teachers, many of whom have no formal qualifications the skills taught at the are aimed at providing the basic services villagers need: safe drinking water, sanitation, education, and health care. Teaching and learning are based on the day-to-day needs of villagers. The approach has given the College a grassroots base, made the training low-cost, and demonstrated the sustainability of community skills that have never been endorsed by any recognized university or college.

    They also promote the use of Indigenous Knowledge for the following reasons:
  • The use of traditional (indigenous) knowledge, skills and wisdom promotes active community involvement because people depend more on each other.
  • The use of traditional knowledge has an ethical dimension. It encourages transparency and accountability. This is not the case with urban-based skills, which encourage secrecy and dependency, and which offer no guarantee that the service is either competent or reliable.
  • The use of traditional knowledge demystifies the local technologies that will be the basis for sustainable solutions in the future. The more people who understand and try out a technology, the greater the chance of the technology being accepted.

    China:

    Traditional Chinese medicine, also known as TCM, includes a range of traditional medicine practices originating in China that was mainly practiced within family lineage systems. Although well accepted in the mainstream of medical care throughout East Asia, it is considered an alternative medical system in much of the Western world. TCM practices include such treatments as Chinese herbal medicine, acupuncture, dietary therapy, and both Tui na and Shiatsu massage. Qigong and Taijiquan are also closely associated with TCM. Major theories include: Yin-yang, the Five Phases, the human body Meridian/Channel system, Zang Fu organ theory, six confirmations, four levels, and many more. Modern TCM was systematized in the 1950s under the People's Republic of China and Mao Zedong.

    Canada:

    The University of Saskatchewan offers a major in Native Studies. Students majoring in Native Studies can do the BA. Double Honours. This degree is an interdisciplinary program designed to promote a comprehensive understanding of Aboriginal peoples. The Native Studies program provides students with an academic examination of historical and contemporary realities of Indian, Métis and Inuit societies in Canada. Students explore the similarities and differences experienced by Indigenous societies within their community and around the world.

    Conclusion:

    South Africa's Indigenous Knowledge Systems Policy was approved by Cabinet in 2004, and the National Indigenous Knowledge Systems Office (NIKSO) was opened in the Department of Science and Technology in 2006. Proposing the integration of Indigenous Knowledge Systems (IKS) in the arenas of education, commerce, agriculture, the sciences, law, languages, arts, social sciences, and health, the policy document implies several challenges to the idea of knowledge at the post-colonial university, and has significant implications for research and innovation in South Africa.

    The South African Qualification could be developed into programmes that have a specialised focus in various contexts, such as education, agriculture, the sciences, law, languages, arts, social sciences and health.

    Most countries compared have similar competencies as regards to theory but is contextualised for the different IKS of each country for specific areas of focus within their Qualifications. The focus on theory, research and practice and the requirement for thesis work at the Honours levels have synergies with the structure of the South African qualification. 
    		•

    ARTICULATION OPTIONS 
    This Qualification articulates vertically with the Master of Indigenous Knowledge Systems. 

    MODERATION OPTIONS 
  • This Qualification will be internally assessed and externally moderated by a moderator registered by the relevant accredited ETQA or an ETQA that has a Memorandum of Understanding with the relevant accredited ETQA. Providers should establish or refine existing moderation procedures and systems at their institutions with a view to aligning them with the requirements of the relevant ETQA.
  • The learner's performance/results should be moderated by one or more external moderators. Moderators should report not only on the standard of achievement but also on the validity and reliability of the assessment strategies, design and criteria in relation to the purpose and Exit Level Outcomes of the Qualification.
  • Moderators must be competent at the level of the Qualification and registered with the relevant accredited ETQA to ensure that the standard is consistent. Moderators must also be registered as assessors with the relevant ETQA. A relevant accredited ETQA will monitor and quality assure moderation and assessment according to the guidelines in the Qualification.
  • Providers must be accredited to provide this Qualification with the relevant ETQA or ETQA that has a Memorandum of understanding in place with the relevant ETQA. 
    		•

    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 
    Range:
  • Qualification Range: Indigenous Knowledge (IK) refers to traditional, cultural, local and community knowledge. It is a body of 'knowledge' produced and owned by local people in their specific communities and passed on from generation to generation, through practice and oral channels.
  • Indigenous Knowledge resources refer to knowledge stored in culture in various forms, such as traditions, customs, folk stores, folk songs, folk dramas, legends, proverbs, myths, etc. 
    		•

    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.