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 Information Science 
SAQA QUAL ID QUALIFICATION TITLE
96463  Bachelor of Information Science 
ORIGINATOR
University of South Africa 
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  Information Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  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   2033-06-30  

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:
This qualification will enable learners to be trained in the use, organisation and management of information which are essential skills in the information era. Such learners will also serve a valuable function in helping to develop and support a reading culture (recently identified as a problem area by the Ministry of Arts and Culture), and make information accessible and available for the community.

Upon qualifying learners will be able to:
  • Demonstrate knowledge about various types of information centres/services such as libraries, archives, records centres, museums, publishing houses, book trade agencies, and information brokerage centres and be able to differentiate between them in terms of aims, functions and users.
  • Organise information effectively for retrieval purposes and for bibliographic control.
  • Use information and communication technologies (ICT's) effectively for information retrieval and train users to effectively access information worldwide by using ICT's.
  • Identify, understand and differentiate different kinds of information users.
  • Investigate contemporary information ethics by learning about relevant issues of access, privacy and intellectual property within the SA Legal frame work.
  • Manage records, information and knowledge generated within a company for the benefit of the company.
  • Carry out relevant research within the Library Information System environment.
  • Apply knowledge of Information Science within an entrepreneurial environment.
  • Maximise the benefit of information use within a country taking into account the global information economy.

    Rationale:
    The purpose of this qualification is to enable librarians, archivists, bibliographers, classifiers, database designers, freelance information workers, indexers, information consultants, information managers, information technologists, Internet navigators, knowledge managers, museologists, online searchers, registry clerks, and records managers to follow a career in Information Service and its related sub-fields of library science, archival science and records management, information technology and publishing and book trade. The qualification is in line with the philosophy of the NQF in terms of promoting upward mobility and in creating career paths. Qualifying learners assist in addressing the need for professional Information Science (IS) workers in South Africa and Africa. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The RPL process will enable the learner to achieve the qualification as a whole or partially.
    The RPL process will use examinations and the completion of portfolios to prove prior learning according to the institution's RPL policy.

    Entry Requirements:
    The minimum admission requirement for a Bachelor of Information Science qualification is either:
  • National Senior Certificate grating access to Degree studies.
  • Senior Certificate with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of compulsory modules with 12 Credits each at NQF Levels 5, 6 and 7 totalling 360 Credits.
    Modules at NQF Level 5:
  • Introducing Applied Information Science.
  • Introducing Information Records and Sources.
  • Fundamentals of Communication.
  • Language through an African Lens.
  • Introduction to Information Science.
  • Developing Information Skills for Lifelong Learning.
  • Basic Text Skills.
  • English for Academic Purposes.
  • Ethical Information and Communication Technologies for Development Solutions.

    Modules at NQF Level 6:
  • Using the internet as a reference tool (Applied Information Science 104).
  • Introducing Management in Libraries and Information Centres.
  • Research in Social Sciences.
  • Learning How to Provide Reference Services.
  • Describing Library User Group and Meeting Their Needs.
  • Utilising Electronic Library Systems and Services.
  • Developing and Managing Information Collections.
  • Exploring Information User Studies.
  • Investigating Information Ethics in the Information Era.
  • Introducing Information Management.
  • Bibliographic Control, Basic Descriptive Cataloguing and Classification.

    Modules at NQF Level 7:
  • Information and Communication Technology for Information Science.
  • Subject Organisation.
  • Descriptive Cataloguing.
  • Serving the user in Library and Information Practice.
  • Applying Research Methodology in Information Science.
  • Practical Portfolio.
  • Information Entrepreneurship.
  • Information Organisation and Retrieval.
  • Information and Knowledge Management.
  • The Political Economy of Information.
  • Using information in the role of Information Behaviour. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge about various types of information centres/services such as libraries, archives, records centres, museums, publishing houses, book trade agencies, and information brokerage centres and be able to differentiate between them in terms of aims, functions and users.
    2. Organise information effectively for retrieval purposes and for bibliographic control.
    3. Use information and communication technologies (ICT's) effectively for information retrieval and train users to effectively access information worldwide by using ICT's.
    4. Identify, understand and differentiate different kinds of information users.
    5. Investigate contemporary information ethics by learning about relevant issues of access, privacy and intellectual property within the SA Legal frame work.
    6. Manage records, information and knowledge generated within a company for the benefit of the company.
    7. Carry out relevant research within the Library Information System environment.
    8. Apply knowledge of Information Science within an entrepreneurial environment.
    9. Maximise the benefit of information use within a country taking into account the global information economy. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Each type of information service is identified and defined.
  • Aims and functions of various information services are outlined.
  • Identify user groups and user needs information services are identified and analysed according to the purpose they serve.
  • Different information that could be used for from canters for personal use is outlined.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Information records are classified accordingly.
  • Records are catalogued using cataloguing rules such as AACR2.
  • Abstracts of information records are indexed and written for the purposes of micro retrieval.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Searches are carried out successful.
  • Search strategies for both electronic databases and internet searches are applied.
  • The difference between databases and their requirements are identified and differentiated.
  • Information on the internet is found, accessed and evaluated.
  • Users are trained on how to access information.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Different user types are differentiated.
  • Needs of different types of information users, in both the library and other information services are identified.
  • A criterion for developing collections to meet users' information needs is applied.
  • Users are assisted in effective use of information.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Ethical issues which relate to the ICT development in the information environment are identified.
  • Some of the implications of SA legislation relating to information issues are identified and explained.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Standardised methods used for control of internal records, generated through the operation of the company are identified.
  • Criteria for database construction, including thesaurus construction are applied.
  • Bibliographic database is constructed and evaluated.
  • Company's internal information and records are organised and stored for long term operational needs.
  • Various methods of collecting and organising internal information to enable management to take effective decisions are identified.
  • Tacit knowledge of experts is identified and recorded for future use.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Various research methodologies are identified and compared.
  • Necessary method to limited LIS scenarios is applied.
  • A research proposal for practical problems in the LIS environment is written.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Business opportunities in the LIS field are identified.
  • A business plan for a LIS enterprise is drawn up.
  • A simple budget drawn up.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • The implications and value of national information related legislation are assessed.
  • The characteristics of an information society are explained and the implications for a developing society are explored.
  • The need for a national information policy within a global economy explained and argued.

    Integrated Assessment:
    The aim of the assessment is to advance learning. Both formative as well as summative assessment strategies will be adopted. Assessment is conducted by means of activities such as: journals, comparison charts, conferences, demonstrations, discussions, graffiti walls, interviews, investigations, learning logs, attitude surveys, graphic presentations, problem solving activities, products, reflection, self-evaluation, multiple choice questions, etc. Students also submit a portfolio's consisting of practical demonstrations of that theoretical principles can be applied to practical work situations. Practical assignments are also included for practical subjects such as cataloguing, classification and indexing. Competencies to be assessed include: knowledge, comprehension, analysis, synthesis, evaluation and application. The evaluation of assessment tasks is based on criterion-referenced (international standards), as well as norm-referenced (study guide contents) principles. The personnel of the Department of Information Science regularly reflect on the effectiveness and appropriateness of the assessment.

    Formative assessment is a continuous and personal process of interaction between the learner and the lecturer by way of the assessment of written assignments on which individual feedback is given. Feedback is also given by means of generalised tutorial letters. In the practical part of this qualification (learners registered for one of the three clinical programmes), there is continuous interaction between the learner and the preceptor, who supervises the learning during the practical work.

    Summative assessment comprises the writing of an examination (or a portfolio where applicable) in each of the modules offered, at the end of the year. The formative assessment and summative will contribute towards the final mark. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Information (BInf) Degree compares favourably with IFLA (International Federation of Library Associations) standards in terms of content, outcomes and assessment criteria, degree of difficulty and notional learning time. It compares favourably with other open learning universities in terms of ODL (Object Definition Language).

    Qualifications equivalent to BInf Degree are offered at a postgraduate level in the United States of America as MLS (Master in Library Science).

    Qualifications in Library and Information Science offered at tertiary level in most of the English speaking countries in Africa are on a lower level and also vary in level. The 2-year Diplomas are equivalent to NQF Level 5 and the 3-year Bachelors Degree will be comparable to the South African qualification. None of them deal with the impact of information and communication technologies (ICTs) in the profession.

    Conclusion:
    The qualification meets the standards as outlined by the IFLA hence it is deemed comparable internationally. 

    ARTICULATION OPTIONS 
    The qualification will articulate with those of other tertiary education institutions and with other qualifications. For example, recognition will be given to equivalent modules completed at other tertiary education institutions and the relationship will be reciprocal.

    Upon completion of this qualification learners have a number of options for further study, for example they may then proceed with a Bachelor in Information Science Honours at any tertiary education institution an example is with Bachelor of Information Science Honours.
    Horizontal movement will be possible for the qualifying learners within the Information Science profession with qualifications such as Bachelor of Information Science in Publishing. 

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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. University of South Africa 


    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.