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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 |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 87234 | Bachelor of Arts | |||
| ORIGINATOR | ||||
| Nelson Mandela 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 0733/25 | 2024-06-30 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2027-06-30 | 2029-06-30 | |||
| 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 expose learners to a diverse range of academic fields and skills, to provide a well-rounded, broad education that equips graduates with a broad knowledge base and skills that are transferable across multiple contexts, and which enables specialization. The qualification draws self-directed, curious, and creative thinkers who seek an adaptable and flexible approach to higher education. Interest in social dynamics and the socio-political/economic world. This is an academic pathway that will prepare learners for lifelong learning, provide a well-rounded and broad education across several disciplines, and thus prepare them for a wide range of professions crucial to the welfare of society. A qualified learner demonstrates the ability to synthesize insights from diverse academic disciplines by developing a comprehensive understanding across multiple knowledge domains. The learner applies specialized expertise within their field of study while critically connecting their area of specialization with broader academic and professional contexts. Through sophisticated intellectual integration, the graduate recognizes and explores interdisciplinary relationships between different fields of knowledge, translating specialized learning into versatile practical applications across various professional and academic environments. Bachelor of Arts graduates can approach complex challenges with advanced problem-solving capabilities, systematically analysing intricate scenarios from multiple perspectives and developing innovative, nuanced solutions. These intellectual and practical competencies are underpinned by an awareness of ethical standards and norms, enabling the learner to navigate diverse professional landscapes with integrity, criticality, and a deep understanding of the social and ethical implications of their work. Rationale: The flexibility of a qualification such as the Bachelor of Arts enables diverse approaches and empowers learners to develop their own pathways and grow into their chosen fields of specialization, making them responsive to a changing, dynamic environment. Institutionally, this qualification offers an opportunity to learners to pursue a more flexible and adaptable offering, where other qualifications can be more limited in their choices. Bachelor of Arts graduates are important for the working world and society in general due to their creative and critical thinking and effective communication in writing and speech. They provide hindsight and foresight and context, thinking deeply and widely about a problem, a solution, or an issue through the skills they have gained in their degrees, and as such are able to access social mobility and drive social justice. Bachelor of Arts learners are more than readers of theory and tellers of stories of the past, but social scientists and humanities practitioners, able to use their skills attained for the (practical) world. Amongst many things, they are adaptable and can complete diverse tasks, including but not limited to brainstorming solutions with organisations, providing advice (political, social, and economic), assessing an environment's culture, conducting cultural and heritage impact assessments, and teaching. Graduates can provide sound thought, leadership, advice, and strategy in various spaces, especially in Non-Governmental Organisations (NGOs), political, corporate, social media, Artificial Intelligence, and other environments. Learners can articulate into Bachelor of Arts Honours qualifications cognate with their specialization, Post Graduate Certificate in Education (PGCE), or postgraduate diplomas for career-focused specializations. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy, which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications as well as advancement within qualifications. RPL may be applied for access, credits from modules, and credits towards the qualification. RPL for access: RPL for exemption of modules: RPL for credit: Entry Requirements: The minimum entry requirement for this qualification is: Or Or Or or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at NQF Levels 5, 6, and 7, totalling 360 Credits.
Compulsory Modules, NQF Level 5, 120 Credits: Select one of the following Computer modules: Or Compulsory Modules: Compulsory Modules: Group A Modules (Select two or more major groups from the modules listed from A to Q below. Both majors can be selected from group A modules or one from group A and another from group B, but not both from group B modules): A: Afrikaans Modules: B: English Modules: C: English Language Studies Modules: D: French Modules: E: isiXhosa: non-Mother Tongue Speakers F: siXhosa: First Language G: Anthropology H: History I: Philosophy J: Political Science K: Public Administration: L: Sociology GROUP B: MAJOR MODULES (FROM M-Q) M: Business Management Group N: Economics: O: Geography: Introduction to Geomorphology, NQF Level 7, 7 Credits P: Industrial Psychology Q: Psychology: R: Elective Modules NQF Levels 5-7, to a total of 120 Credits: Second Year Select two majors relative to the major groups taken in the previous year: GROUP A MAJOR MODULES (FROM A - L) A: Afrikaans B: English C: English Language Studies D: French E: IsiXhosa: non-Mother Tongue Speakers F: IsiXhosa: First Language G: Anthropology H: History I Philosophy J: Political Studies (select a minimum of 4 modules) K: Public Administration L: Sociology GROUP B MAJOR MODULES (FROM M-Q) M: Business Management N: Economics O: Geography P: Industrial Psychology (select four modules) Q: Psychology R: Elective modules, NQF Levels 6-7, to a total of 120 Credits: Credits Second Year 120 Third Year Select two majors relative to the major groups taken in the previous year: GROUP A MAJOR MODULES (FROM A-L) A: Afrikaans B: English C: English Language Studies D: French E: IsiXhosa: non-Mother Tongue F: IsiXhosa: First Language E: IsiXhosa: non-Mother Tongue F: IsiXhosa: First Language G: Anthropology H: History I: Philosophy J: Political Studies K: Public Management L: Sociology GROUP B MAJOR MODULES (FROM M-Q) M: Business Management (All three modules to be selected) N: Economics (select four modules) Electives (select one) O: Geography (select four modules) P: Industrial Psychology (Select four modules) Q: Psychology 5 Credits Credits Third Year: 120. |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate advanced critical thinking skills that enable sophisticated analysis of complex social, cultural, and historical phenomena.
2. Identify, analyse, and resolve complex challenges through evidence-based, theoretically grounded solutions that demonstrate sophisticated understanding of local and global contextual dynamics, integrating innovative problem-solving approaches. 3. Apply integrated knowledge of one or more disciplines to apply and evaluate principles and theories in that discipline or area of specialization and how that knowledge relates to other fields and disciplines. 4. Interact and collaborate effectively with others, operate in variable and unfamiliar contexts ethically and responsibly, becoming increasingly self-directed. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Integrated Assessment Learning and assessment should be integrated throughout this qualification. Continuous formative assessment is required to ensure that learners get feedback on their progress towards the achievement of specific learning outcomes. Summative assessment is concerned with the judgement of the learning in relation to the exit-level outcomes of the qualification. Such a judgement should include 'integrated assessments' which assess the learners' ability to integrate the larger body of knowledge, competencies, and attitudes that are represented by the exit-level outcomes, either as a whole or as components of the qualification. Assignments designed to meet the requirements of integrated assessment must be such as to achieve: It is essential that a wide range of knowledge, skills, competencies, and attitudes be integrated using innovative methods - and in the assessment of outcomes, due recognition should be given to criteria and methods of assessment that assess these appropriately and adequately. Assessments are conducted both formatively and summatively: Formative Assessment: Formative assessment in the Bachelor of Arts (General) programme functions as an ongoing learning tool that shapes the development of learners' skills and understanding. In this context, formative assessment: Summative Assessment: Summative assessment in the Bachelor of Arts (General) programme evaluates learners' achievement of program outcomes and mastery of content across multiple domains. In this context, summative assessment: |
| INTERNATIONAL COMPARABILITY |
| Country: Australia
Institution: University of Melbourne Qualification Title: Bachelor of Arts Duration: 3 years full-time secondary education recently (within the past two years) Purpose: The Bachelor of Arts offers unique flexibility with the opportunity to focus on one or two majors or a major and a minor chosen from a broad range of programs in the humanities, social sciences, and languages. Learning Outcomes Qualification structure A major generally comprises eight subjects (100 points of study) but can comprise up to 10 subjects (125 points of study). Minor Modules, 50 credits (Select four modules similar to the major modules): Similarities: South African (SA) and the University of Melbourne (UM) offer three-year Bachelor of Arts degrees with structural similarities. The SA and UM qualifications are designed to provide learners with a broad, interdisciplinary education that allows exploration of multiple academic disciplines, not limited to the Humanities and Social Sciences. The SA and UM qualifications require applicants who have completed the National Senior Certificate. Significantly, the qualifications also overlap in their outcomes, which emphasize: Admission approaches are similarly structured, seeking learners with academic potential and intellectual curiosity. The qualifications prioritize developing adaptable graduates who can understand and navigate complex academic and professional environments. The fundamental goal remains practical: provide a comprehensive educational experience that builds intellectual skills, encourages independent learning, and prepares learners for future challenges in a variety of contexts. Country: Malta Institution: L Universita ta' Malta Qualification Title: Bachelor of Humanities NQF Level: MQF Level 6 Duration: 3 Years Full-time Credits: 180 ECTS Entry requirements: Purpose: The concept behind the Bachelor of Humanities degree is that students are free to build an undergraduate programme by registering for any study units (timetable permitting) from any area of study that is considered most suitable for academic interest, career plans, etc. This qualification makes it possible venture outside the confines of the Faculty of Arts' areas of study and, within limits, explore knowledge from other disciplines. Learning Outcomes: By the end of the qualification, graduates will be able to: Qualification structure Learners reading for this degree are free to build their own undergraduate programme by registering for any study-units (timetable permitting) from any timetable within the Faculty of Arts and, with certain limitations, also beyond which they consider most suitable for their academic interest or career. During the course, Bachelor of Humanities learners may register for up to 72 ECTS credits (40% of ECTS credits) from one area of study. Additionally, learners may register for up to 45 ECTS credits (25% of ECTS credits) for units offered by other faculties and academic entities within the University. Bachelor of Humanities graduates may proceed directly to several taught M.A.s, provided that their degree classification allows it. They may also follow M.A. preparatory qualifications in specific M.A. (by research) areas of study, provided that the relevant Department and Faculty Board approve their corpus of undergraduate courses in that area and in areas directly related to it, in terms of the by-laws. Similarities: L Universita ta' Malta (LUM) and South African (SA) qualifications are 3-year full-time, open curriculum structures; both qualifications share a fundamental philosophy of providing learners with a comprehensive, flexible educational experience that transcends traditional disciplinary boundaries. They are designed to cultivate critical thinking, analytical skills, and a broad intellectual foundation rather than pursuing a highly specialized, narrow academic path. In terms of admission requirements, these differ substantially as they are determined in relation to national educational frameworks (South African qualification requires learners to meet requirements associated with the National Senior Certificate, where UM structures its admission requirements around the Matriculation Certificate or comparable international qualifications like A-Levels or the International Baccalaureate), despite these system-specific differences, both institutions share a fundamental commitment to academic potential as the primary criterion for admission. They employ holistic evaluation approaches that consider academic achievement alongside other indicators of learner readiness. Additionally, both universities maintain alternative entry pathways for mature learners or those with non-traditional educational backgrounds, reflecting their shared commitment to educational accessibility and lifelong learning opportunities. In respect of the structure of the respective curricula, SA and LUM qualifications both embrace a modular structure that allows learners significant latitude in crafting their academic journeys. This approach manifests as a carefully orchestrated academic framework where learners are not merely recipients of knowledge but active architects of their educational experience. By permitting learners to select modules from diverse disciplines, these programmes create intellectual environments that encourage cross-pollination of ideas and perspectives. Another fundamental similarity emerges in their learning outcomes. Both qualifications are fundamentally oriented towards developing graduates who are not just knowledgeable, but intellectually agile. The focus extends beyond accumulating information to cultivating sophisticated analytical skills, nuanced communication abilities, and the capacity to think critically and independently. Differences: |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both horizontal and vertical articulation.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: There is no diagonal articulation for this qualification. |
| 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. | Nelson Mandela 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. |