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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts Honours in Development Studies 
SAQA QUAL ID QUALIFICATION TITLE
91757  Bachelor of Arts Honours in Development Studies 
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
Honours Degree  Field 07 - Human and Social Studies  Public Policy, Politics and Democratic Citizenship 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  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 purpose is to provide learners with the opportunity to access and acquire quality inter-disciplinary and contemporary knowledge and develop competences through active engagement with the field of study known as development economics and its discourse and practices.

In terms of the intended outcomes, learners will be equipped to act as development practitioners in private establishments, government bodies and in NGOs, among others, where they will be able to identify, analyse and address typically diverse and complex development economics problems, review issues, offer and communicate creative insights, make decisions and use resources accountably and ethically with emphasis on strong community acceptance and ownership.

Rationale:
The Bachelor of Arts Honours qualification will provide students with the opportunity to reach a greater degree of specialisation at Honours level before embarking on a Master's Degree. The Bachelor of Arts Honours: Development Studies will thus serve as a vertical articulation route for cognate Bachelor Degree graduates and holders of cognate Advanced Diplomas to the next level of study, and subsequently, for admission into the Master of Arts: Development Studies qualification either by course work and research (treatise) or by research only (with full dissertation).

Figures sourced from Strategic Planning and Management Information show an exponential increase in student enrolment for the Master of Arts: Development Studies qualification. These figures indicate a high number of students entering with a recognised Bachelor's Degree who will now have to complete a Bachelor of Arts Honours year prior to admission into the Master of Arts programme.

These figures further indicate the need that exists among development practitioners in private establishments, government bodies and NGOs for further development of competencies to identify, analyse and address typically diverse and complex socio-economic development problems. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Students who register for this qualification are assumed to be competent at NQF Level 7.

Recognition of Prior Learning (RPL):
Applicants who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning at an equivalent level may be considered for RPL provided a proper assessment of the prior learning has been conducted. Such candidates may be required to broaden their knowledge base by enrolling for identified preliminary modules prior to admission or parallel modules after admission. Candidates may also apply for exemption from certain modules on the grounds of credits obtained from relevant programmes of study concerned. The process will be implemented in strict adherence to the relevant institution policies and approval by relevant faculty structures.

Access to the Qualification:
  • An appropriate Bachelor's Degree or its equivalent. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    All modules are at NQF Level 8.

    Core modules:
  • Development Theory, 20 Credits.
  • Development Policy, 40 Credits.
  • Guided Research Report, 20 Credits.

    Elective Modules:
    Select two modules from the following:
  • Development Studies: Capita Selecta, 20 Credits.
  • Rural Development Practice, 20 Credits.
  • Transformational Management, 20 Credits.
  • Project Management for Economic Development, 20 Credits.
  • Conflict Management for Development Practitioners, 20 Credits.
  • Selected Issues in Economic Development, 20 Credits.
  • Geospatial Methods for Development, 20 Credits.
  • Business in Developing Economies, 20 Credits.
  • Local Economic Development: Perspectives, Policies and Practice, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Monitor and assess the impact of perspectives.
  • Range: Modernisation theory, globalisation, dependency theory, neo-liberalism and other human-centred approaches, processes and practices on social, political and economic relations.
    2. Actively participate in and contribute to the development, implementation and review of development policy and implementation.
    3. Develop effective and sustainable programmes through the use of case studies and other appropriate examples to enhance sustainable projects.
    4. Plan and conduct research on issues and problems related to socio-economic development and reconstruction. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Critically review and present a substantive overview of key contemporary theories of development.
  • Differentiate between 'conventional' and alternative development theories.
  • Critique existing and conceptualise alternative models of development.
  • Appraise socio-economic, cultural, environmental and political tensions against a background of contemporary development theory.
  • By means of case study analyses link the impact of globalisation, cultural practices and traditions in an African context.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse, review and evaluate case studies of past and present, local, national and international socio-economic development policy and implementation.
  • Identify and critically engage with selected development policy perspectives and evaluate the impact of these perspectives on changes in natural resource allocation.
  • Reflect and report on diversity challenges for local organisational managers and leaders in a rapidly globalising world.
  • Evaluate the role of civil society in the success or failure of development policy and implementation at both macro and micro levels and against a background of diverse societal, economic and environmental contexts, with due consideration of the following variables:
    > Culture, gender and human rights.
    > Community needs, aspirations and ownership.
    > Local pressure groupings and power structures.
    > Political, legal, social and financial realities.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Analyse and evaluate the impact of selected development programmes and/or projects by means of a case study approach.
  • Identify specific challenges in the way these programmes and/or projects have been devised and/or are being implemented.
  • Propose and sensitively communicate viable correctives and/or alternatives based on sound developmental principles and practices, using appropriate tools and techniques, including software, as applicable.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The research inquiry is planned and conducted on the basis of a range of appropriate research designs, methods, techniques and technologies for the specific research problem.
  • Research themes are appropriately identified and demarcated.
  • Analyses of the research theme include a comprehensive and critical review of current literature and investigations.
  • Selected research methods, techniques and technologies show evidence of a clear understanding of relevant research theory and practice.
  • Research reports critically and coherently describe theoretical arguments, the research process, methodology, results, conclusions and recommendations.
  • Development theory, policies, principles, concepts, practices and techniques are integrated and applied to selected specialised elective fields.
  • Research reports display skill in extrapolating key findings, justifiable conclusions and making feasible recommendations.

    Integrated Assessment:
    The method of assessment may vary according to the module purpose, its subject matter and the teaching and learning approach adopted. Some modules are theoretically oriented; others require a more practical, hands-on approach. This will be reflected in the assessment instruments.
    Continuous assessment will be applied throughout the programme, with the exception of module Guided Research Report. Continuous assessment requires the completion of a mixture of assignments or tasks during the semester, ranging from informal and formal formative assignments that include presentations and progress checks to an announced presentation.

    Details of the assessment evidence as required, including the presentation and assessment topics and tasks, their format and criteria are set out in the student module guides made available at the beginning of each semester, both as a handout and electronically. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared to qualifications offered in the United Kingdom (UK) and United States of America (USA).

    School of Languages and Area Studies of the University of Portsmouth, UK offers a Bachelor of Arts Honours in Development Studies.
    A large part of the final year is given over to specialist study, including the preparation of a dissertation.

    Programme:
  • Dissertation.
  • Development and Foreign Aid.
  • Development Special Subject, options including:
    > Colonialism and the End of Empire in Black Africa: France and West Africa.
    > Global Political Economy.
    > City and Nation: The Latin American Urban Experience.
    > Europe In The World.
    > Gender and Development.
    > Transitional Justice and Human Rights In Latin America.
    > Colonialism and End of Empire In North Africa: France and Algeria.
    > Contemporary Issues and Controversies In Latin America.
    > China and East Asian Economies.
    > Protecting the Environment in Europe.

    School of African and Oriental Studies, University of London, offers a combined Bachelor of Arts and Bachelor of Arts Honours in Development Studies.

    Compulsory Modules:

    Independent Study Project:

    Development Studies Options including:
  • Development Conditions and Experience.
  • Comparative Growth in Africa and Asia.
  • Introduction to Economic Analysis.
  • Theory and Evidence in Contemporary Development.
  • Food Securities and Livelihoods.
  • HIV/AIDS and Development.
  • Issues of the Working Poor and Development.
  • Issues in Industrial Globalisation and Development.
  • Issues in Borders and Development in the Age of Globalisation.
  • Issues in Development Practice.
  • Migration and Mobility in the Middle East and North Africa.
  • 'Tigers' and 'Dragons': East Asian Development Revisited.
  • Issues in Gender and Development.
  • Themes in Contemporary Development: Civil Society and Social Movements.

    Geography options:
  • Desert Environments.
  • Gendered Geographies of Development and Globalisation.
  • Japanese Environments.
  • Political Economy of Hazard Scape.
  • Social Theory and the Environment.
  • Third World Political Ecology.
  • Tropical Forests in a Changing Environment.

    University of California (UCLA) International Institute:
    The International Development Studies Program offers UCLA undergraduates an interdisciplinary education on the critical issues, problems, and achievements common to developing regions of the world. UCLA offers an undergraduate major leading to a Bachelor of Arts (B.A.) in International Development Studies.

    The interdisciplinary approach to the study of international development enables students to address urgent global issues from several different academic perspectives. Ranging from Anthropology to Economics, Public Health to Women's Studies, Geography to History, and Political Science to Sociology, the curriculum exposes students to the concerns of the developing countries of Asia, Eastern Europe, Africa, the Middle East, and Latin America. An understanding of these issues is indispensable for both practical and scholarly purposes. While encouraging the acquisition of theoretical and conceptual knowledge, the program is equally concerned with their practical application to global realities.

    International Development Studies Departmental Honours Programme:

    General Program Information:
    The International Development Studies Departmental Honours Program was created to offer highly motivated students the opportunity to design and conduct their own independent research under the guidance of a faculty advisor. The honours program consists of a three-quarter, directed-study series of courses (Directed Study for Honours: IDS 198A, 198B, and 198C) culminating in an honours thesis.

    Throughout the three quarters, students work closely with their faculty advisor who guides them through the various phases of the research. At the end of the third quarter, students will submit a thesis to their faculty advisor for final review. Note that the thesis is intended to be quite substantial in its scholarship - between 40 to 60 pages of text in length.

    Conclusion:
    The Bachelor of Arts Honours: Development Studies compares favourably with qualifications from the UK and US in terms of the duration and content, including the research that is undertaken during the course. 
    		•

    ARTICULATION OPTIONS 
    This qualification articulates horizontally with the following qualification:
  • Bachelor of Community and Development Studies Honours at NQF Level 8.

    This qualification articulates vertically with the following qualifications:
  • Master of Arts: Development Studies at NQF Level 9.
  • Master of Social Science: Community and Development Studies at NQF Level 9. 
    		•

    MODERATION OPTIONS 
    For all exit level modules, an external moderator will be appointed. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors must be qualified at least one level higher than the module level they assess. As The institution accredits lecturers as assessors and takes responsibility for training as assessors. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered 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.