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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts 
SAQA QUAL ID QUALIFICATION TITLE
98922  Bachelor of Arts 
ORIGINATOR
Sol Plaatje 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 02 - Culture and Arts  Visual Arts 
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:
The Bachelor of Arts (BA) intends to develop skilled learners who are able to engage critically with the world and apply disciplinary content to the resolution of problems. The intention is that learners will be able to advance disciplinary knowledge in chosen fields of specialisation through postgraduate study and advance their careers if they wish in various professional options. There is a strong focus offered in this Degree in core Humanities subjects, such as multiple languages (English, Afrikaans, Setswana), History, Heritage Studies, Geography, Mathematics, Sociology with various ancillary subjects offered. The inclusion of Heritage Studies as a compulsory 1st year module, is aimed at providing learners with an interdisciplinary academic field that takes a critical look at the way we preserve, present, participate and interrogate heritage, including official and unofficial objects and symbols of heritage.

Rationale:
The Bachelor of Arts (B.A) is a three-year qualification that focuses on the development of academically versatile and flexible learners who will be able to analyse, solve and deal with current problems in South Africa and globally in a wide variety of professions. It is envisaged that articulation into postgraduate qualifications will enable further development of the majors or in selected professional fields. Based on a needs analysis, it has been determined that a generic BA Degree will be offered at Sol Plaatje University (SPU). The modules offered are in line with current expertise at SPU as well as taking into account key areas of relevance for the region. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Candidates for RPL admission will be required to demonstrate suitability either through work experience and/or other prior learning that has taken place.

Entry Requirements:
Learners are required to have one of the following qualifications in order to be considered for admission:
  • National Senior Certificate (NSC) allowing entry to bachelor's Degree studies.
    Or
  • Senior Certificate (SC) with endorsement.
    Or
  • National Certificate Vocational (NCV) allowing entry to bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification comprises 4 compulsory modules and elective combinations at NQF Level 5, 6 and 7 totalling 416 Credits.

    Year 1:
    Compulsory Modules at NQF Level 5, 16 Credits:
  • Heritage Studies 1A, 16 Credits.
  • Computer Skills.

    NQF Level 6, 32 Credits:
  • Heritage Studies 1B, 16 Credits:
  • SCOR, 16 Credits.

    Elective Modules:
    Modules at NQF Level 5, 48 Credits (Learners to choose at least 3 electives)
  • English 1A, 16 Credits.
  • Afrikaans1A, 16 Credits.
  • Setswana1A, 16 Credits.
  • History1A, 16 Credits.
  • Geography1A, 16 Credits.
  • Economics1A, 16 Credits.
  • Maths1A, 16 Credits.
  • Sociology1A, 16 Credits.
  • Anthropology1A, 16 Credits.
  • Business Law 1A, 16 Credits.
  • Geography 1A, 16 Credits.

    Modules at NQF Level 6, 48 Credits (Learners to choose 3 electives):
  • English 1B, 16 Credits.
  • Afrikaans1B, 16 Credits.
  • Setswana1B, 16 Credits.
  • History1B, 16 Credits.
  • Maths1B, 16 Credits.
  • Sociology1B, 16 Credits.
  • Anthropology 1B, 16 Credits
  • Business Law 1B. 16 Credits.
  • Geography 1B, 16 Credits.
  • Economics 1B, 16Credits.

    Year 2:
    Learners to choose 6 electives and to at least continue with 3 of the 4 modules taken in Year 1. If Geography, Mathematics or Economics were not selected in Year 1, then 1 of these to be selected in Year 2 to meet the requirements of the qualification.

    Modules at NQF Level 6, 128 Credits:
  • English 2A, 16 Credits.
  • English 2B, 16 Credits.
  • Afrikaans 2A, 16 Credits.
  • Afrikaans 2B, 16 Credits.
  • Setswana 2A, 16 Credits.
  • Setswana 2B, 16 Credits.
  • History 2A, 16 Credits.
  • History 2B, 16 Credits.
  • Geography 2A, 16 Credits.
  • Geography 2B, 16 Credits.
  • Heritage Studies 2A, 16 Credits.
  • Heritage Studies 2B, 16, Credits.
  • Economics 2A, 16, Credits.
  • Economics 2B, 16 Credits.
  • Maths 2A, 16, Credits.
  • Maths 2B, 16 Credits.
  • Sociology 2A, 16, Credits.
  • Sociology 2B, 16 Credits.
  • Anthropology 2A, 16 Credits.
  • Anthropology 2B, 16 Credits.

    YEAR 3:
    Elective Modules:
    Modules at NQF Level 7, 144 Credits (Learners to choose at least 6 electives 3 of which must be a continuation of the majors from Year 1 and Year 2):
  • English 3A, 24 Credits.
  • English 3B, 24 Credits.
  • Afrikaans 3A, 24 Credits.
  • Afrikaans 3B, 24 Credits.
  • Setswana 3A, 24 Credits.
  • Setswana 3B, 24 Credits.
  • History 3A, 24 Credits.
  • History 3B, 24 Credits.
  • Geography 3A, 24 Credits.
  • Geography 3B, 24 Credits.
  • Economics 3A, 24 Credits.
  • Economics 3B, 24 Credits.
  • Heritage Studies 3A, 24 Credits.
  • Heritage Studies 3B, 24 Credits.
  • Maths 3A, 24 Credits.
  • Maths 3B, 24 Credits.
  • Sociology 3A, 24 Credits.
  • Sociology 3B, 24 Credits.
  • Anthropology 3A, 24 Credits.
  • Anthropology 3B, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate familiarity with and have informed knowledge and understanding of the content, theories, and scholarly positions of the critical core of a number of disciplines at a basic and intermediate level.
    2. Demonstrate an ability to critically question the basic assumptions of the most important theories, scholarly positions and basic methodologies.
    3. Show competence with the basic and elementary modes of inquiry.
    4. Analyse and locate work in contemporary contexts (such as the South African and African contexts.
    5. Interpret topical issues using different perspectives.
    6. Interpret, explain and/or develop an argument around and an understanding of newly encountered material and demonstrate an ability to marshal an approach used in one or more disciplines. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The correct use of the terminology, concepts, principles and theories in written and/or oral communication is demonstrated.
  • Recent and relevant research findings are analysed, evaluated and synthesised.
  • Solutions to problems are proposed based on theory-driven arguments.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Well-defined and coherent representations of identified problems are presented.
  • Appropriate methods, techniques, tools and procedures are selected and applied.
  • Possible solutions based on theory-driven arguments are proposed using the relevant modes of inquiry.
  • Scholarly and critical reasoning skills are demonstrated.

    Associated assessment criteria for Exit Level Outcome 3:
  • Explicit recognition of the diversity, complexity and multi-dimensionality of a context and how that affects the particular work being undertaken is demonstrated.
  • The provision of relevant information pertaining to the strengths, weaknesses and opportunities for addressing specific problems is demonstrated.
  • Relevant role players and resources that will contribute to resolution of specific problems are identified.
  • Relevant factors pertaining to the context and people's performance(s) and how they affect particular work being undertaken are described.
  • Critical factors impacting on practical problems to be investigated from the perspective of the discipline are identified.

    Associated assessment criteria for Exit Level Outcome 4:
  • Results of relevant national contexts and research findings are analysed.
  • Diverse theories are described and explained.
  • The boundaries and limitations of theories are evaluated and defined.
  • Scholarly discourse and different modes of communication are examined.

    Associated assessment criteria for Exit Level Outcome 5:
  • Knowledge and comprehension of discipline-specific conventions and scholarly discourse is demonstrated.
  • An account of scholarly positions, viewpoints and solutions given
  • Current perspectives and scholarly debates are identified and differentiated.
  • Appraisal of recent and relevant literature including both primary and secondary sources is reflected upon.

    Associated assessment criteria for Exit Level Outcome 6:
  • Findings from the analysis and evaluation of relevant literature are examined.
  • Problems for research purposes are contextualised and identified.
  • Essential modes of inquiry relevant to the discipline/s in which the essay/project is developed are described.
  • Procedures for undertaking the minor research project in a coherent fashion are described.
  • Appropriate research strategies for the writing of the essays are described.
  • Ethical accountability and cultural sensitivity is reflected.

    Integrated Assessment:
    Formative Assessments:
  • Self- and peer assessment.
  • Assignments.
  • Written work.

    Summative assessments
  • Examination. 
    		•

    INTERNATIONAL COMPARABILITY 
    The University of York in the United Kingdom (UK) offers a degree with a specialisation in Heritage Studies and or other disciplines such as specialisations in Languages, History, Sociology and other major disciplines. The qualification combines depth of knowledge about the human past with informed and practical understanding of what that knowledge represents in contemporary society, and how it can best be managed for the future: in short, why the past matters, and to whom.

    Stanford University in the United States of America (USA) provides the means for its learners to acquire a liberal education, an education that broadens the learner's knowledge and awareness in each of the major areas of human knowledge. It also significantly deepens understanding of one or two of these areas and that prepare learners for a lifetime of continual learning and application of knowledge to career and personal life. The qualification curriculum at Stanford University allows considerable flexibility. It permits each learner to plan an individual program of study that takes into account personal educational goals consistent with particular interests, prior experience, and future aims. The qualification assists in achieving some balance between depth of knowledge acquired in specialisation and breadth of knowledge acquired through exploration.

    Conclusion:
    From the above analysis, it can be noted that this qualification compares very well with the above cited qualifications in terms of the rationale and purpose. 

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Arts (Heritage Studies), at NQF Level 7.
  • Advanced Diploma in Economics, at NQF Level 7.

    Vertical Articulation
  • Bachelor of Arts Honours, at NQF Level 8.
  • Bachelor of Arts Honours in Applied Anthropology, at NQF Level 8. 
    		•

    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. Sol Plaatje 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.