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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts in Development Studies 
SAQA QUAL ID QUALIFICATION TITLE
99191  Bachelor of Arts in Development Studies 
ORIGINATOR
University of Venda 
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 07 - Human and Social Studies  People/Human-Centred Development 
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
2027-06-30   2029-06-30  

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 skills in relation to development studies to students in the field and will give them different options regarding job opportunities. As there is a huge skills gap, the purpose of the qualification is to fill that gap by equipping the learners. Having provided the skills to students, the students may even start their own development agencies to deal with unemployment challenges as they will be having the tools of development. The students will also be equipped with economic skills at local level such as Entrepreneurship in Local Economic Development or Tourism etc. Limpopo Province for example has plenty of sites where tourism potential exists for development purposes.

Rationale:
  • The qualification fills a huge gap in the deep rural areas of South Africa where there is underdevelopment.
  • The qualification meets specific needs in terms of capacity development at local, provincial, national and regional level. Operating in the deep rural areas the municipalities and other government entities focusing on development at the local level form part of the industry.
  • Students coming out of the high schools will be exposed to development career choices in their localities, work as independent consultants, or international bodies found in the region focusing on development.
  • Students will advance to Honours level when they complete the qualification.
  • Students will get employed and plough their skills into community development and the economy will derive benefits from the developments that would have taken place. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Students who may not meet the necessary entry requirements because of past discriminatory laws and other factors will be considered into the programme through the Recognition of Prior Learning according to university policy. The policy is trying to open opportunities to previously disadvantaged individuals because of race and gender.

    Entry Requirements:
    The entry requirement is a Grade 12 Bachelor Certificate according to Basic Education Classification. RPL policy may also apply according to university policy. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Bachelor of Arts in Development Studies: 360 Credits. This qualification is done over three years and it is modularised. First year NQF Level 5, Second year NQF Level 6 and third year NQF Level 7.

    The Curriculum for the qualification is structured as follows:
    Modules at NQF Level 5:
  • DST1541, Introduction to Philosophy of Development 1, 15 Credits.
  • DST 1542, Culture and Development, 15 Credits.
  • DST1543, Overview of African History, 15 Credits.
  • ECS1541, English Communication Skills, 15 Credits.
  • DST1641, Introduction to Philosophy of Development II, 15 Credits.
  • DST 1642, Political Development, 15 Credits.
  • DST1643, Religious Perspectives on Economic Development, 15 Credits.
  • ECS1641, English Communication Skills, 15 Credits.

    Modules at NQF Level 6:
  • DST2541, Research Methods, 15 Credits.
  • DST2542, Economic History of Africa 1, 15 Credits.
  • DST2543, International Political Economy, 15 Credits.
  • DST2544, Religious Perspectives on Women Empowerment and Development, 15 Credits.
  • DST2642, Economic History of Africa ll, 15 Credits.
  • DST2643, Africa II, 15 Credits.
  • Tradition and Development, 15 Credits.
  • YID2645, Youth in Development, 15 Credits.

    Modules at NQF Level 7:
  • DST3541, Religious Response to Environment and Development, 15 Credits.
  • DST3542, Political Economy of African Development, 15 Credits.
  • DST3543, Anthropological Perspective on Development, 15 Credits.
  • DST3544, South Africa since the Mineral Revolution, 15 Credits.
  • DST364, Social Change and Development, 15 Credits.
  • DST3642, Demographics and Development, 15 Credits.
  • DST3643, Philosophy of Technology of Development, 15 Credits.
  • DST3644, Public Policy Analysis of Development in South Africa, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. The students in the qualification will show demonstrable ability to understand development theories.
    2. Students would demonstrate ability to link theory and practice in development studies.
    3. Students would demonstrate ability to critique government policies on development and be able to provide alternative thinking in the subject.
    4. Students would apply developmental debates to South Africa's socio-economic development challenges. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Students of the University are encouraged to integrate theory and practice in terms of the University's Community Engagement Policy.
  • The library is a critical source from which some of the theories will be examined.
  • Through lectures and seminars, some of the theories will be explored in detail.
  • These theories will be tested through tests, assignments and projects.

    Associate Assessment Criteria for Exit Level Outcome 2:
  • This is in line with the university Policy on Community Engagement in which the university should link with communities where it is operating from therefore formulate development challenges in the different sectors affecting the society.
  • Municipalities and department of Social Development and other government departments are critical in giving students exposure in this field.
  • Students would also be encouraged to develop their developmental agencies.
  • Other international agencies such as Christian Aid, Oxfarm, United States Agency for International Development (USAID) would be considered for student experience.

    Associate Assessment Criteria for Exit Level Outcome 3:
  • Policies and other relevant documentation would be analysed as part of literature review.
  • Students would be expected to compare these policies and best practices in other developing countries.
  • Student would be encouraged to develop alternative models of development.
  • Students would be mentored towards publication of their intellectual work.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Students would have a model of development or yardstick to apply.
  • Experiences of developing countries would be applicable to the South African situation.
  • Students would be expected to list the natural resources in the country and link them to development.
  • The economic models of development would be linked to the South African experience.

    Integrated Assessment:
    The students are assessed through the use of assignments, tests, projects to test their readiness or competence before writing exams. These will provide semester marks to the students to allow them to be able to write examinations in June or November. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification compares well to what is offered elsewhere such as the Universities of Roma, Lesotho, Maswingo (Zimbabwe) and Western Australia (Australia). 

    ARTICULATION OPTIONS 
    When the students have completed their qualification at undergraduate level, they will also have the chance to study at further study, Honours and Master's accordingly. The students may also be considered for further studies, within the School of Agriculture, Gender Studies and African Studies. Other institutions would be able to consider our students in a specialised Advanced Diploma in Development Studies. 

    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 Venda 


    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.